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EVALUATING THE USE OF LAYERED CURRICULUM AND
TECHNOLOGY TO INCREASE COMPREHENSION AND
MOTIVATION IN A MIDDLE SCHOOL CLASSROOM

presented by

AMY LYNN MAURER

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TITLE: EVALUATING THE USE OF LAYERED CURRICULUM AND
TECHNOLOGY TO INCREASE COMPREHENSION AND MOTIVATION IN A
MIDDLE SCHOOL CLASSROOM

By

Amy Lynn Maurer

A THESIS

Submitted to
Michigan State University
in partial fulﬁllment of the requirements
for the degree of

MASTERS OF SCIENCE
Interdepartmental Physical Sciences

2009

ABSTRACT

EVALUATING THE USE OF LAYERED CURRICULUM AND TECHNOLOGY TO
INCREASE COMPREHENSION AND MOTIVATION IN A MIDDLE SCHOOL
CLASSROOM

By
Amy Lynn Maurer

This study was designed to use differentiated instruction and
technology to increase motivation and comprehension in the middle school
classroom. Whereas, engaging students through choice and learning style
preference will translate into measurable comprehension and motivation.
Layered Curriculumtm is centered on the theory of differentiated instruction and
was the foundation for the two units taught in this study. The study was
conducted with 115 seventh grade science students in four different sections of
seventh grade general science. Of the115 students, 45 agreed to participate in
this study. The study was incorporated into two different science units;
groundwater and atmosphere. Two different units were assessed to determine
the effect of technology, more precisely Moodle, on comprehension and
motivation. Data was collected in the form of pre and post unit surveys and
assessments. Signiﬁcant evidence from this study suggests that the
implementation of layered curriculum and Moodle was effective in increasing
comprehension. However, there was no signiﬁcant correlation between Layered

curriculum and Moodle to motivation.

Copyright by
AMY LYNN MAURER
2009

TABLE OF CONTENTS

LIST OF TABLES .................................................................................................. v
LIST OF FIGURES ................................................................................ vi
INTRODUCTION .................................................................................................. 1
Layered CurriculumTM .................................................................... 5
Blended Instruction ........................................................................ 7
Comprehension ............................................................................ 8
Motivation ................................................................................................. 12
Assessment .............................................................................................. 16
Demographics .......................................................................................... 19
IMPLEMENTATION .............................................................................. 22
Groundwater Topics and Activities .................................................. 23
Atmosphere Topics and Activities .................................................... 34
RESULTS AND EVALUATION ................................................................ 45
Surveys ..................................................................................... 45
Assessments .............................................................................. 47
Groundwater Unit ............................................................... 47
Atmosphere Unit ................................................................. 49
Missing Assignments ................................................................... 50
Use of Moodle ............................................................................. 52
CONCLUSION ..................................................................................... 54
APPENDICES ...................................................................................... 59
Appendix I .................................................................................. 59
Appendix II ................................................................................. 64
Appendix III ................................................................................ 70
Appendix IV ............................................................................... 76
Appendix V ............................................................................... 106
Appendix Vl .............................................................................. 121
REFERENCES .................................................................................. 124

LIST OF TABLES

TABLE 1: Correlation of Groundwater Topics to Michigan Content

Expectations ........................................................................................ 24
TABLE 2: Outline of Groundwater Unit ...................................................... 25
TABLE 3: Correlation of Atmosphere Topics to Michigan Content

Expectations ........................................................................................ 35
TABLE 4: Outline of Atmosphere Unit ....................................................... 37
TABLE 5: Summary of Missing Assignments ............................................. 52

LIST OF FIGURES

FIGURE 1: Model Aquifer Project ............................................................ 33
FIGURE 2: Water Filter Project ................................................................ 33
FIGURE 3: Moodle Course Page ............................................................. 37

FIGURE 4: Summary of Assignment Type Chosen during Groundwater Unit....46

FIGURE 5: Average PrelPost Assessment Scores ...................................... 47
FIGURE 6: Groundwater unit average pre/post assessment scores arranged by
topic ................................................................................................... 49
FIGURE 7: Atmosphere Unit Average PrelPost Assessment Arranged by

Topic .................................................................................................. 50
FIGURE 8: Summary of Moodle Use ......................................................... 53

Images in this thesis are presented in color

vi

Introduction

The goal of this study is to use differentiated instruction and technology to
increase motivation and comprehension in the middle school classroom. The
hypothesis is that engaging students through choice and learning style
preference will translate into measurable comprehension and motivation. The
rationale for this study was inﬂuenced by both internal and external factors.
Those in the ﬁeld of education understand it’s in constant change. “Adaptive”
and “ﬂexible” are two qualities that are essential in effective teaching. Some of
those changes are brought about internally, such as an attempt to further reach
students because they care about their success; and others are external national
and state expectations that drive change in schools and the classroom. Since
standardized assessments such as the Michigan Educational Assessment
Program (MEAP) are based on these expectations; the curriculum must be
aligned with those expectations as well. In doing research, you will ﬁnd a variety
of opinions on the effectiveness of standardized tests (Goodman) (Muijs, 2001)
(Stiggins R. J., 2005). However, the purpose of this project is not to contest the
validity or reliability of those tests; regardless of the opinion, the fact remains that
results of those tests affect adequate yearly progress (AYP), school of choice,
funding, among others. Adequate Yearly Progress is part of the federal No Child
Left Behind Act requiring schools to continually improve each year so that 100%
of the students in the state are proﬁcient on state assessments by the 2013-14
school year. In Michigan, AYP is a measure of year-to-year student achievement
on the MEAP test. Failure to make AYP for two or more consecutive years can

result in loss of funds. Furthermore, science grade level content expectations for

1

the state of Michigan were adopted in early 2008. To avoid any content gaps,
these new expectations would be implemented in our school over a three year
period with seventh grade, the grade level of this study, implementing those
expectations in the fall of 2009. Currently, the seventh grade is in the process of
realigning the curriculum. Content expectations from the groundwater and
atmosphere units were the only ones carrying over from the previous
expectations making them the logical choice for this study. In addition, integration

of technology has been reinforced through national and state standards.

Furthermore, several internal factors inﬂuenced the pedagogical approach
and direction of this study. In the past, units were taught in a traditional style of
teaching where content information was presented with a reading selection from
the textbook or through lectures or demonstrations. Basic knowledge was
practiced through worksheets and applied with several laboratory investigations.
Students were formally assessed with quizzes and an end of the unit test. Even
though this style of teaching works very well for some students, the goal of this
study was to help all students become successful in the classroom. The idea
that most classrooms consist of students with a wide range of abilities became
the driving force in developing a curriculum that utilizes the strength of all
students. Classrooms, including the ones in this study, contain gifted, learning
disabled, Aspergers syndrome, autistic, cognitively and emotionally impaired
students. Even if a student doesn’t come with a label, they all enter the
classroom with unique life experiences that affect the way they learn. However,

with external pressure of the No Child Left Behind Act, it is no longer acceptable

for most students to comprehend the material because schools are required to
make every child successful in the classroom. Teaching lessons with the same
approach wouldn’t be effective in increasing comprehension within a diverse
classroom. In addition, research has shown that teacher-centered classrooms
where textbooks, videos, and lectures are the basis of teaching are not
conductive to long-term learning. Also, this style of teaching has proved to be
ineffective in increasing students’ ability to apply the knowledge they’ve learn to
other aspect of life and learning (Nunley, Differentiating the High School
Classroom, 2006). Some students learn best by seeing or visualizing; whereas
others learn best by hearing having an auditory preference. Still others learn best
by doing or taking a physically active approach called a kinesthetic preference.
This Visual, Auditory or kinesthetic (VAK) learning preference was developed
from Richard Bandler and John Grinder’s work on Neuro-linguistic programming
(Gilbert, 2002). Since students enter our classrooms as individuals with different
learning styles, it is unfair and ineffective to expect all students to learn the same
content the same way in the same amount of time. Students can learn using all
three learning styles; however, most have a preference. Learning through their
preference should help students learn more effectively and increase their time on
task. As a result, differentiated instruction was incorporated into the
development of the groundwater and atmosphere units with the goal of providing
an effective approach to increasing motivation and comprehension for all

students.

Students enter our classroom with different learning styles but also
different ways to communicate. Technology has changed the way we
communicate. Cell phones, emails, text messaging, and social networks allow
us to communicate with people at any given time and in most cases with an
immediate response. What movie grossed the most amount of money in 1978?
What team won the Super Bowl in 1991 ? Easy, “Google it” and within seconds
an answer to those questions are given. Our students are coming to us from a
society where information and answers can be searched and downloaded in a
matter of seconds and they are accustomed to instant feedback. As a result,
teachers are challenged with maintaining students” attention, communicating and

motivating students in the classroom.

Students in today’s secondary classrooms often enter the classroom with
technology skills that exceed the ability of most of their teachers. The things
students are able to do at home with technology are on a completely different
level of what they are able to do at school. Even the technology that is utilized in
school, such as PowerPoint ® and Excel ® is often very basic in comparison.
Therefore, one goal of this thesis is to utilize the experience and enthusiasm
students have for technology to act as a catalyst for formal learning. The idea
was that if students are more motivated to learn then they will become more
engaged and complete more assignments translating into measurable
comprehension. Also, technology in the classroom can provide another avenue
for students to acquire information contributing to comprehension. These

concepts were tested by incorporating blended instruction into a unit on

atmosphere. Blended instruction uses a combination of direct lessons and

concepts taught face to face and online.

The basic goal of this study is to increase student achievement of all
students through engagement and motivation. Since all students do not learn the
same, it is ineffective to teach them all the same. Differentiated instruction
provides multiple options for taking in information, making sense of ideas and
expressing what they have learned (Tomlinson, 2001). Layered Curriculum“ is
centered on the theory of differentiated instruction and was the foundation for the
two units taught in this study. Layered Curriculum“ is a method of instruction
developed by Kathie F. Nunley, EdD focused on the three essential components
of providing choice, encouraging higher level thinking and increasing
accountability (Nunley, Layered Curriculum, 2004). However, it is necessary to
understand how Layered Curriculum works before the rationale can be

understood.
LAYERED CURRICULUM T"

Layered curriculum consists of three layers: C, B and A. The ﬁrst layer
introduced to students is the C layer and named so because it is the highest
grade that the student should receive through the completion of the layer. The C
layer is where basic knowledge is constructed and consists mostly of vocabulary
and facts. The C layer is broken into four or ﬁve big ideas of the unit and each
idea or topic begins with a direct lesson given to all students. Independent

practice followed the direct lesson. The independent practice is very conducive

to differentiated instruction because it contains three to ﬁve choices for students
with each choice differentiated by learning style. The choices vary in points
earned based on their complexity. Each topic has a set amount of points the
student needs to complete. Overall, the unit contains three to four times as many
assignment choices as you expect the student to complete. In differentiating the
instruction, the activities should accommodate different Ieaming styles.
According to the neuro-linguistic programming mentioned previously learners can
be classiﬁed as Auditory, Visual or Kinesthetic or tactile Ieamers (Nunley,

Layered Curriculum, 2004).

The 8 layer asks students to apply, manipulate, demonstrate or problem
solve. In this layer student extend the basic knowledge acquired in the C layer.
The goal of this layer is to increase the complexity of the students' thinking with
idea of making connections to previous knowledge. In science, this can be done
through laboratory investigation. Again, choice can also be incorporated in the B
layer, and students can be assessed written or orally depending on preference of
the teacher. In addition, with the completion of the C and 8 layer, students should

be able to achieve a B grade.

The A layer is referred to as the top layer because it relies on critical
thinking and analysis of real world issues. The A layer requires students to
analyze a current issue and give students an opportunity to express their opinion.
Brain research has indicated that students learn best when they connect
concepts to real-life (Caskey, December 2003). The A layer should involve some

formal research to provide background and support of the issue; however, the

6

issue may not have a deﬁnite answer. The goal is to encourage students to think
critically about research and current issues through the incorporation of personal

beliefs, morals and ethics.
BLENDED INSTRUCTION

In addition to layered curriculum, this study focused the effect of
technology as a tool to increase motivation and comprehension in the classroom.
As mentioned previously, blended instruction uses a combination of lessons and
concepts taught face to face and online. Blended instruction was implemented
using the free open source software, Moodle ®. Moodle® is an open source
course management system (CMS) or Virtual Learning Environment (VLE),
meaning that the user can use, modify and redistribute as long as sources are
provided to others and the original copyrights and license are not removed or
modiﬁed (Rice, 2007). Moodle® is utilized by a small percentage of teachers at
Fowlerville Junior High School. Many teachers at the school are unaware of the
potential and beneﬁts of the software. In addition, Moodle® does require a
signiﬁcant amount of time initially creating an online course deterring some
teachers. Moodle® provides a platform for an online curriculum and offers many
activity platforms such as, wikis, databases, and forums allowing the formation of
learning communities extending outside the classroom. In addition, Moodle O
can be used to deliver content through lessons, PowerPoint ®, videos and other
resources compiled by the course designer. Moodle ® also has the capabilities
to assess student as well. Furthermore, “instructional technologies are powerful

tools to achieve successful implementation of curriculum-based Ieaming

7

objectives to foster Ieaming in regards to student engagement, collaboration, and

active learning” (Palak, 2006).
COMPREHENSION

Research indicates that classroom instruction that includes a variety of
approaches addressing the diverse needs and interest of students directly
correlates to the success of those students (Mastropiero, Fall 2006). Howard
Gardner research also supports diversifying instruction. Howard Gardner’s theory

on Multiple Intelligence classiﬁed seven types of intelligence (Gardner, 1999):

Linguistic - capacity to use language

Logical - mathematical — ability to analyze problem logically,
mathematical operations and conduct scientiﬁc investigations
Musical — skilled in the performance, composition and appreciation of
musrc

Bodily-kinesthetic— the skilled use of one’s body

Spatial — ability to recognize and manipulate patterns

Interpersonal — ability to understand intentions, motivations and
desires of others

7. Intrapersonal- capacity to understand one’s self

9’9”? 9" .Nr‘

Even though Gardner expresses the importance of recognizing these types of
intelligence, he explains that an intelligence is not the same as a Ieaming style.
Learning style is an approach that can be applied to a wide range of content
whereas an intelligence is speciﬁc in content (Gardner, 1999). In addition, “at the
practical level, it [multiple intelligence theory] suggests that any uniform
educational approach is likely to serve only a small percentage of children
optimally.” Incorporating different pedagogical approaches, effectively reaches
more students (Gardner, 1999). These ideas correlate with the philosophy of

layered curriculum. However, layered curriculum incorporates the intelligences

8

into three different Ieaming styles: visual, tactile or bodily-kinesthetic and auditory
(Nunley, Layered Curriculum, 2004). The different Ieaming styles provide

different avenues for students to construct and demonstrate understanding.

In most classrooms, textbooks are the primary resource of information.
However, textbooks can be considered inaccessible for many special education
students because of the discrepancy of reading levels between the book and the
student. Since most textbooks in secondary education are written above grade
level, special education students fall behind their peers when they transition from
elementary to secondary schools (Mastropiero, Fall 2006). With Moodle, a
variety of resources and lessons can be easily adapted to different reading
levels. For example, the lessons and resources can be auditory to accommodate
students that are deﬁcient in reading. Also, since they are web-based, the

activities can be completed anywhere in any amount of time.

Accommodations to the curriculum are important because research from
the 2000 National Assessment of Educational Progress Science Assessment
determined students with Ieaming disabilities scored nearly one standard
deviation lower than general education students on science achievement tests.
One reason they are thought to be underachieving in science is the complexity of
the textbook (Mastropiero, Fall 2006). Making accommodations is important
considering nearly 20% of the student population in this study receive special
education services. Furthermore, students often view textbook and teacher as
the experts in the classroom. However, Moodle enables the compilation of

resources providing a variety of “experts.” Since the majority of the students in

9

this study have intemet access at home, Moodle provides a platform to increase
accessibility of all assignments, which beneﬁts all students. In addition to home
computers, eight computers were available in the classroom and the school

contains two computer labs of approximately thirty computers in each lab.

A layered curriculum also accommodates special education students.
Layered curriculum is designed around differentiated instruction which provides
instruction using a variety of approaches to meet the needs of different Ieamers.
Furthermore, using layered curriculum to address different Ieaming styles, such
as auditory, tactile and visual capitalizes on the strength of students. This is
especially important with special education students because they are more
successful when given a choice of how to demonstrate their Ieaming (T omlinson,
2001 ). Layered curriculum also provides students an opportunity to work at their
own pace. As a result, special education students can utilize extra time without

being pressured.

The strategies implemented in this study focus on big ideas of the unit. Big
ideas enable students to make connections and generalizations about facts and
provide them a framework to incorporate new knowledge (Rice, 2007). According
to Conderman and Bresnahan (2008), teaching big ideas is one of the effective
methods that produce signiﬁcant academic gains for all students (2008). Moodle
can be used to incorporate big ideas using VVrkis and lessons. Wikis are web
pages that a group of individuals can edit together from anywhere. In this study,
a eri was developed by the teacher centered on the big ideas of the lesson.

Students collaborate to add information, resources, and examples to the big

10

ideas. This enables students to connect details and previous knowledge to the
big idea. Connecting ideas to prior knowledge is one of the most powerful
strategies to build interest and enhance learning (Goodman, 2008). Moodle
lessons also focus on the big ideas of the unit. Lessons begin with an outline that
enables students to jump to a particular topic. Most lesson pages contain

reading information, graphics, and examples focused on a big idea.

Layered curriculum is also designed centered on big ideas. The big ideas
of the unit are called topics. Each topic contains differentiated assignments
providing practice. The assignments and the assessments are aligned to
demonstrate mastery of the big ideas. However, according to the research of
Conderrnan, “only the high performing students or those with considerable
subject background knowledge learn, understand, and apply material just from
exposure” (2008). As a result, the B and A layer require the application and
critical analysis of the big ideas. Deeper understanding requires students to
apply basic knowledge otherwise they are more likely to revert back to their
preconceptions. In order to apply information, they must ﬁrst organize the ideas
into a conceptual framework (Bransford, 2000). Furthermore, as schools become
more accountable, it is important the big ideas align with state content
expectation and incorporate classroom instruction that promotes mastery through

understanding. Merely covering the topics doesn’t promote understanding.

11

MO TI VA TION

Reports from Wiseman and Hunt 2001 indicate that student motivation
ranks ﬁrst among the top ten common problems faced by ﬁrst year teachers.
However, from personal experience, the problems with student motivation extend
far beyond the ﬁrst year. Motivation is a challenge faced by novice and
experienced teachers alike. Before analyzing how layered curriculum and Moodle
increase motivation, it is necessary to have a deeper understanding of

motivation.

Motivation can be classiﬁed from three different perspectives: behaviorist,
cognitive or humanistic. The behaviorist perspective focuses on providing
reinforcement or reinforcers to increase the likelihood of certain behavior
(Wiseman, 2001). The cognitive perspective focuses on self efﬁcacy. Self
efﬁcacy is the belief that one is capable of performing at a certain level or
achieving certain goals. Students have a higher self efﬁcacy when they
experience success, and a higher seif efﬁcacy increases motivation. The
humanistic perspective focuses on Maslow’s Hierarchy of Needs developed in
the 1970’s. Maslow’s classiﬁed two basic categories of needs: deﬁciency and
growth. Deﬁciency needs are the basic needs required for survival, such as food,
water, shelter, safety and self esteem. However, growth needs are higher level
needs that an only be met once the lower level needed are fulﬁlled. Growth
needs are intellectual achievement, aesthetic appreciation and self actualization.
Self actualization is considered the highest level of needs and is fulﬁlled when

someone reaches their full potential. However, growth needs are never fully

12

satisﬁed (Wiseman, 2001). In the classroom, the survival needs are not in our
control, such as food, sleep, shelter. On the other hand, we can provide safe
environment to learn and use Ieaming communities to increase the feeling of

belonging, acceptance and respect.

Both the layered curriculum and Moodle incorporate Ieaming communities
which are environments of diverse curriculum and Ieamers that provide
interaction and create a sense of common purpose (Kellogg, 1999). eri’s
enable students to work together to compose or edit a website promoting
collaborative Ieaming in and out of the classroom (Brandi, May 2005). When
students feel they are contributing to the community, they become motivated to
learn (Bransford, 2000). Features of Moodle support the social constructionist
ideology that students learn best when they are able to construct knowledge from
a social environment (Doolittle, 1999). Moodle extends beyond the classroom the
construction of knowledge from a social environment. In addition, Moodle and
layered curriculum are centered on diverse curriculum promoting more
interaction. Since Moodle is web-based, it provides a platform where students

can interact with each other or the teacher at anytime.

Allowing student choice is one strategy that emotionally enhances
Ieaming. When students are more emotionally involved in the classroom, they
will become more motivated to learn. Choice is one of the three key components
of the layered curriculum. Choosing assignments provide students with
ownership, in principle increasing motivation and retention (Nunley, Layered

Curriculum, 2004). In addition, student-centered instruction where choices are

13

given are compatible with brain development (Caskey, December 2003).
Motivation is important because it affects the amount of time that people are
willing to devote to Ieaming (Bransford, 2000). Choices give students control
over the strategy in which they want to learn and support a metacognitive
approach to Ieaming. Giving students choices engages them in the Ieaming
process, making it less likely they will revert back to their preconceptions
(Bransford, 2000). In addition, when students are able to choose the style of
Ieaming that best suits them, they “will learn more effectively, more quickly and
more enjoyably than learning outside of [their] preference” (Gilbert, 2002).
Layered curriculum and Moodle also incorporate differentiated instruction
supporting the belief that effective teachersuse a variety of instructional methods
so that all students want to learn most of the time (Goodman, 2008). If students
are motivated to learn, they will show enhanced cognitive processing which
results in long term retention and critical understanding of the material they will

make sense of the material rather than memorize (Goodman, 2008).

Learners are motivated when they see the usefulness or relevance of their
Ieaming, especially if it has an impact on others and themselves (Bransford,
2000). The A Layer requires critical analysis of a current issue in the real world.
Making the connection between the big ideas in the classroom and the real world
creates a sense of usefulness and relevance. All A layer choices consist of
issues that have a direct impact on society. Students become engaged in the
process because they connect and evaluate the issues with their own personal

beliefs, morals and ethics. Not only is motivation enhanced but Ieaming is

14

enhanced when teachers help students understand the importance or relevance

of the material (Goodman, 2008).

Since Moodle is web-based, students can access it from anywhere. This
extends the classroom to the home or virtually anywhere making Ieaming no
longer conﬁned to a ﬁfty-ﬁve minute class period. Research has indicated
“information and communication technology was also found to be a good
motivator, students working on the computer showing high levels of enthusiasm
and on-task behavior, and often wanting to continue school work after the task
had ﬁnished" (Muijs, 2001). In addition, the efﬁciency of computers can free up
more time for more engaging and enriching activities helping students gain a
deeper understanding of the concept or big idea. This efﬁciency, especially with
editing, increases the risks taken by students (Muijs, 2001). Some students are
Ieaming motivated and like new challenges; however, others are performance
motivated and are more concerned with making mistakes (Bransford, 2000).
Technology promotes risk taking which can reduce the anxiety of performance
motivated students. In addition, the anxiety of performance motivated student
can be reduced with rubrics for self evaluation and frequent opportunity for seIf
reﬂection (Bransford, 2000). Both the A and B layer are based on rubrics given
to students in advance. Also, the C layer contains a student guide given to

students at the start of the unit providing the expectations for each topic.

15

ASSESSMENT

Layered curriculum and Moodle lend quite nicely to assessment for
Ieaming, othenrvise referred to as formative assessment. In research performed
in over forty studies, Black concluded that teachers using formative assessment
techniques “produced signiﬁcant, and often substantial, Ieaming gain” (Black,
2003). Formative assessment techniques include aligning and informing students
of important goals and standards, providing multiple and varied ways students
can demonstrate their knowledge, understanding students preconceptions and
misconceptions, adjusting instructions based on assessments, and providing an
opportunity for students to self assess and reﬂect and provide immediate

feedback (Hammerman, 2009).

Layered curriculum is based on more frequent smaller assessments given
in the form of topic quizzes. Topic quizzes are short quizzes given after the
completion of a topic within the C layer. In addition, prior to topic quizzes
students are informally assessed before acquiring a signature for completion of
an assignment within the C layer. These informal assessments are centered
around the big ideas of the unit and are consistent with the information being
assessed on the quizzes. lnfonnal assessments enable the students to discuss
what they have Ieamed, giving the teacher the opportunity to provide feedback.
This aligns with the goal of increasing student achievement and success
occurring when teachers aren’t just checking for Ieaming but increasing Ieaming

(Stiggins R. J., 2005).

16

Layered curriculum also includes the expectations of the unit on the guide
given to the students. These expectations are discussed prior to the unit. In
addition the pre-assessment gives students an indication of what they are
expected to learn. Also, both the A and B layer provided the students with
analytic rubrics Analytic rubrics focus on speciﬁc Ieaming goals and provide
ongoing assessment integrated with instruction (Hammerman, 2009). Rubrics
clarify the expectations of the student and provide feedback to the student
relating to their progress. In addition, rubrics enable students to self assess their
work. All of these are essential in formative assessment. In addition, if students
understand the expectations of the unit in advance of the teaching, students will
be more successful (Stiggins R. J., June 2002). Success also is a motivator.
Furthermore, if students know what is expected of them, they feel more in control
of their chances for success increasing their motivation to learn and perform at
their best (Stiggins R. J., 2005). As mentioned before, success increases self
efﬁcacy and the student will be more apt to sustain progress towards a goal
(VVrseman, 2001). With many of the informal assessments being oral, immediate
feedback is given and misconceptions can be discussed and clariﬁed between
the student and teacher. This enables the student to be involved in the
assessment and students that participate in the assessment process and analyze

their thoughts and work become better performers (Stiggins R. J., 2005).

Moodle lessons are designed to combine information and assessments.
The lesson begins with an outline that enables students to move to a particular

topic. Most lesson pages contain reading information, graphics, and examples

17

focused on a big idea and end with an assessment question. Students must
answer the question correctly to move to the next page; otherwise, they are sent
to a remedial page to review the information. Combining the information with the
assessments also enables the assessments to align with the big ideas. As a
result, when a student completes a lesson, they have demonstrated a mastery of
the big idea. Allowing the student to go back through the lesson places the goal

on learning and not on performance.

Moodle incorporated quizzes within lessons and at the end of a topic. The
quizzes enable the student and the teacher to monitor progress and assess
information learned. This simply holds the student accountable for the
information. Online quizzes provide the student with immediate feedback.
Research has indicated interactivity and immediate feedback provided through
the use of computers has been found to motivate and stimulate learning, even if
the student’s response is incorrect (Muijs, 2001). In addition, end of the topic
quizzes could be taken twice with the ofﬁcial score given to highest grade. This
again shifts the goals to be focused on Ieaming and not performance. “Because
Ieaming goals focus on mastery of information without great concern for or
overemphasis on mistakes, they contribute to increased levels of student

motivation” (Wiseman, 2001).

Formative assessment where students are aware of their Ieaming and
teaching techniques, focus on self assessment, make connections to previous
knowledge and have an understanding of personal growth supports

metacognitive approach. This increases students’ ability to apply knowledge to

18

different settings (Bransford, 2000). Use of Moodle supports the idea that
students need to be formally assessed on a regular basis so they be accountable
for their Ieaming and educators can adjust lessons to accommodate the results

of the assessment (Doolittle, 1999).
DEMOGRAPHICS

Fowlerville Community Schools is a rural school district located about
thirty miles east of Lansing, Michigan in Livingston County. Livingston County is
the fastest growing county in Michigan and one of the fastest in the United
States. However, the residential growth in Fowlerville has slowed signiﬁcantly
over the past three years. Fowlerville School District covers 116 square miles
with a population of 15,000. Fowlerville Schools consists of 3088 students and
60% of those students rely on bussing for transportation. The district employs
185 teachers with an average of 10.5 years of experience and 70% have an
education at or above a Masters Degree. In addition, the district has a 96.04%

graduation rate (09Ju)http://fowlerville.mischoolwebpagescom

Fowlerville Junior High School, the location of the study, consists of 698
sixth through eighth grade students. Fowlerville Junior High School received a
“B” letter grade as measured by the Michigan Department of Education Report
Card System. Of the eighth grade students taking the science MEAP test, 75%
met or exceeded Michigan Standards which was slightly below the state average
of 77% and the previous year of 86%. The student population is 96.5% white,

about 1.3% American Indian, about 1% Asian, 1% Hispanic and about 0.5%

19

Black/African American. Of the 698 students, 18% receive special education
services and 31% receive free and reduced lunch. This study was conducted
with 115 seventh grade science students in four different sections. The average
number of students in each section was about 29. Twenty-one of the 115 (18%)
students receive special education services and two sections had a
paraprofessional to assist with emotionally and cognitively impaired students. Of
the115 students, 45 agreed to participate in this study. Participation required a

completion of a parent and student consent form.

The seventh grade curriculum includes a year long general science course
broken into two semesters: physical and earth science. Seventh grade science
consists of 8 sections split between two teachers. The books are shared so the
teachers are teaching opposite semesters. The four sections included in this
study completed physical science ﬁrst semester and earth science second
semester. The Earth science unit began with topographic maps which led into
earth materials such as minerals, rock types and formation, rock cycle and
fossils. The groundwater unit followed the unit on earth materials. The year
concluded with atmosphere and weather. The units used in this study were
implemented during the fourth marking period. The unit on groundwater began
April 13, 2009 and concluded on May 8, 2009. The Atmosphere unit started on

May 11, 2009 and concluded June 5, 2009.

The study was incorporated into two different science units; groundwater
and atmosphere. The goal of the groundwater unit was to analyze the ﬂow of

water between watershed, surface waters and groundwater. Also, students

20

analyzed how water from the Red Cedar River can get to the Atlantic Ocean. In
addition, students analyzed how human interactions and pollution affects
species, habitats and changes in the environment. The unit on weather focused
on methods of heat transfer in the atmosphere, such as conduction, convection
and radiation. The unit also analyzed the effects of ocean currents on climate,
composition of the atmosphere and weather associated with air masses and
fronts. Two different units were assessed to determine the effect of technology,

more precisely Moodle, on comprehension and motivation.

21

Implementation:

Before the implementation of the unit, student and parent consent
(Appendix I-a and I-b) forms were handed out to the students by Bobbiesue
Adams, an eighth grade science and algebra teacher, on March 29‘“. The
research was explained to the students and they completed and return the
student consent forms in the same class period. The parent consent forms were
taken home and returned on a later date. As an incentive, extra credit was
rewarded to those that returned the consent form regardless of their willingness
to participate. The consent forms were kept in a sealed envelope concealing
involvement until after the units were completed and grades issued for these
units. Of the 115 students, 45 and their parents agreed to be included in the

study. Of the 45 students, three received special education services.

Prior to the unit, students also completed a pre-unit survey (Appendix ll-a)
administered by the classroom teacher. The survey asked students a variety of
questions about how they Ieam best, the type of assignments they prefer,
technology, and prior knowledge about the big ideas of the two units. In terms of
the big ideas of the unit, they were given ﬁve different options to choose from
ranging from I could explain the topic in detail to I ’ve never heard of mis topic
before. From the survey, 81% of the participants in this study were AIB students
that ovenrvhelmingly preferred doing labs or projects and felt those assignments
helped them learn best. Participants felt that quizzes and test were least helpful
to them. In addition, they preferred to work with partners or in groups of threes

because they enjoy working with friends. However, most of them felt they

22

learned best when taught directly by a teacher or other adult. Nearly all students
felt they should choose how they learn because it is easier to Ieam when given
choices. In addition, most (92%) of the respondents felt that assignments using
technology should be included in to the classroom. When asked if they were
good at setting goals and completing them on time, 74% agreed and 89% felt
they can do well in science. Prior to the unit, these students were most
comfortable with origins and human causes of air and water pollution. The results

of the survey are shown in Appendix VI.

In addition to the survey, students completed a pre-unit assessment prior
to each unit. The pre-unit assessments (Appendix II) assessed students’ prior
knowledge of the big ideas of the unit. The pre-unit assessment resembled a
summative assessment answering direct questions relating to the big ideas. This
assessment was necessary to accurately determine the effectiveness of the units

on students’ comprehension.
GROUNDWA TER TOPICS AND ACTIVITIES

This study was broken into two different units. The ﬁrst unit, groundwater,
focused entirely on basic vocabulary and using the technique of layered
curriculum, and was based on grade level content expectations. Since the
seventh grade will be incorporating the new standards in the fall of 2009, the unit
consisted of a combination of the previous and new content expectations. From

those expectations the unit was broken down into ﬁve big ideas or topic, as they

23

are referred to in the unit plan. The topics and Michigan content expectations are

correlated in table 1.

Table 1: Correlation of Groundwater Topic to Michigan Content Expectations (2008)

 

 

 

 

 

Topic MI Content Expectation

Water Cycle E.ES.07.82 Analyze the ﬂow of water between the
components of a watershed, including surface features
(lakes, streams, rivers, wetlands) and groundwater.

Watersheds E.ES.07.82 Analyze the ﬂow of water between the
components of a watershed, including surface features
(lakes, streams, rivers, wetlands) and groundwater.

Surface Waters EH.V.2.ms.2 Describe how surface water in Michigan
reaches the ocean and returns.

Groundwater EH.V.2.ms.3 Explain how water exists below the earth’s

surface and how it is replenished.

 

 

Human Inﬂuence on
Pollution

 

E.ES.07.41 Explain how human activities (surface
mining, deforestation, overpopulation, construction and
urban development, farming, dams, landﬁlls, and
restoring natural areas) change the surface of the Earth
and affect the survival of organisms.

E.ES.07.42 Describe the origins of pollution in the
atmosphere, geosphere, and hydrosphere, (car exhaust,
industrial emissions, acid rain, and natural sources), and
how pollution impacts habitats, climatic change,
threatens or endangers species.

 

Each topic included a direct lesson that was required of all students and

independent practice choices. The choices accommodated different types of

Ieamers, such as auditory, visual, and kinesthetic or tactile. Table 2 provides the

direct and independent assignments for each topic, correlates them to the three

different Ieaming styles and includes point value. These collectively were known

24

 

as the C layer. Students were given a guide that contained all of the information
in Table 1 and 2 (Appendix lV-a) at the beginning of the unit. The student guide
provides an outline of the entire unit and explains point distribution (100) for the
C layer. As students completed the independent choices, they obtain teacher
signatures on the student guide. The guide keeps track of their assignments and
points for the unit. As a result, students monitored their own performance on
assignments. To obtain signatures, the students answered basic questions
based on the assignment. This kept the students accountable and informally
assessed the students’ knowledge of that topic. In completion of the C layer,
students demonstrated a basic understanding of the material. When students
completed the C layer, they handed in the guide with signatures. There were
several students that did lose their sheets throughout the unit. Those students
were given new guides but were required to prove the completion of the

assignments to regain signatures.

Table 2: Outline of Groundwater Unit [ ] = appendix numberldeslgnation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Topic 1: Water Cycle Learning Style Point
value
Direct Lesson: Vocabulay terms [IV-b] Visual
Independent Choices:
1. 1.1 Review and Reinforce! Enrich Visual 10
Worksheet
2. Water Poster Tactile 10
3. Water Cycle in a Bag [IV-g] Tactile 10
4. Water Cycle Children’s Book Tactile 10
Points needed to complete topic 20
Topic 2: Watersheds Learning Style Point
value
Direct Lesson: Read pg 368-371, Vocabulary Visual
Independent Choices:
1. Guided Readingﬂv -d] Auditog 10

 

25

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Red Cedar River Activity Visual 10
3. Watershed Brochure Tactile 10
4. Concept Map Tactile 10
Points needed to complete topic 20
Topic 3: Surface Waters Learning Style Point
value
Direct Lesson: Vocabulary terms Visual
Independent Choices:
1. RAFT Story [IV-eL Tactile 20
2. Draw a map of the Great Lakes to Tactile 10
Atlantic Ocean and trace a path the
water would ﬂow
3. 11.2 Review & Reinforce Visual 10
4. Song about journey from Red Cedar Auditory 10
River to Ocean
5. PowerPoint of different surface waters Tactile 10
Points needed to complete topic 20
Topic 4: Groundwater Learning Style Point
, value
Direct Lesson: Groundwater Demonstration, Auditory/Tactile
Vocabulary
Independent Choices:
1. Groundwater Demonstrations Notes and Auditory 10
questions JlV-ﬂ
2. 11.3 Review & Reinforce! Enrich Visual 10
Worksheet
3. Porosity and permeability Activity [IV-g] Tactile 10
4. Michigan Aquifer Guide Visual 10
5. Build a workingwell Tactile 10
Points needed to complete topic 20
Topic 5: Human Inﬂuence and Pollution Learning Style Point
value
Direct Lesson: Guided ReadinLVocabulary Visual/Auditory
Independent Choices:
1. Case Study Analysis [IV-h] Visual 10/ ea
2. Water pollution article summary Visual 10/ ea
3. Fowlerville’s Environmental Concerns Visual 10
[IV-i]
4. Non Native Species Activity [IV-j] Tactile 20
5.12.3 Review & Reinforcement] Enrich Visual 10
Points needed to complete topic 20

 

Table 2 Continued

26

 

An emphasis was placed on tactile Ieamers because they make up the
majority of the students in a typical classroom including the classroom in this
study (Nunley, Layered Curriculum, 2004). After the completion of each topic
students were required to take an exit quiz (Appendix lV-k and l) to assess their
mastery of the big ideas of each topic. Topics 1, 3, 4, and 5 were written quizzes
whereas topic 2 was assessed orally. Ideally, all topic quizzes would be oral;
however, written quizzes were necessary because they were used as the post

assessment for the unit.

The unit was broken up in terms of grading. Our school uses Zangle ®, a
web-based grading program and grades were entered after the completion of
topic 3. This was to break up the points so they were not all accumulated at the
end of the unit. This helped keep the students on pace and kept the parents
informed of their child’s progress. However, the ofﬁcial due date for all
assignments was not until the end of the unit. Since all assignments were due at

the end of unit, it enabled students to work at their own pace.

All of the direct lessons for the groundwater unit contained basic
vocabulary words. These were given to students at the start of topic 1. Prior to
teaching this unit, students wrote the deﬁnition of important terms in the
completion of their study guide prior to taking the test. However, after research,
the importance of vocabulary became apparent. Mastropiero and Scruggs,
reported that “more new vocabulary and terminology were introduced in a
science unit than were introduced in a comparable unit in a foreign language

course” (2006). Their reports suggest that strategies that enhance vocabulary

27

increase Ieaming, particularly for special education students (Mastropiero, Fall
2006). It is reasonable to expect students will not understand the content if they
are struggling with the vocabulary and completing vocabulary at the end of the
unit seemed ineffective. As a result, new vocabulary terms for each topic were
introduced ﬁrst using a strategy called LINCing vocabulary. The goal of LINCing
vocabulary was to help students make connections between the meaning of new
terms and previous knowledge using both auditory and visual links to help make
connections. Next, the student created a linking story, a mnemonic device
making connections between the new term and background knowledge. Last, a
visual link was made when students drew a picture or cartoon based on the
term’s deﬁnition. We often spent time sharing stories and pictures of the
vocabulary terms. Next, the unit will be broken down and explained in terms of
topics. However, all of the review & reinforcement activities were worksheets

from the text not requiring an explanation.

C-Layer Groundwater Topics and Activities
Topic 1: Water Cycle

Students needed to complete two of the four assignments for C layer.
Most students chose to make a water cycle poster or complete the “Water Cycle
in a Bag” mini-lab. For the water cycle poster, students were required to draw
and color a diagram of the water cycle. Their poster needed to include: title,
energy source (sun), and all eight terms from the pre-unit assessment. After they
were completed they were displayed around the classroom. The mini lab had

students ﬁll a Dixie cup with water and a drop of food coloring. The cup was

28

taped inside a Ziploc bag and taped to the window. The students made
observations for four days and wrote a paragraph conclusion. I discussed their
conclusions with each student that performed the lab. Several students wrote a
children’s book on the water cycle which included eight terms and illustration.
The stories that were completed were very well done. However, completing the
story was more time consuming than the other activities and most of those
students fell behind the class. Falling behind the class caused some of those
students to feel ovenrvhelmed. In the future, I would adjust the points of the story

to 20 making it the only assignment they needed to complete for topic 1.

Topic 2: Watersheds

Most students chose to complete the guided reading as one of their
choices. The guided reading was basic note taking from the book. Once they
completed the notes, I asked them several questions before they could obtain a
signature on their student guide. Students could answer all questions fairly
easily. The few that couldn’t were sent back to review the section until they could
answer the questions. In addition, the Red Cedar River activity had students
identify characteristics of the Red Cedar River watershed. They successfully
traced the river and its tributaries on a topographic map and determined the
boundaries of the watershed, ﬂow direction and stream order. Other students
produced brochures and .concept map based on watersheds. Most brochures
were produced using Microsoft publisher and students used the software

Inspiration ® to complete the concept map.

29

Topic 3 Surface Waters

The ﬁrst three choices were the most common assignments completed.
RAFT is a creative writing assignment which stands for role, audience, format
and topic. Students needed to describe their journey from the Red Cedar River to
the Ocean. They chose their role which was the perspective, audience and
format. For example, students could write a letter from a ship captain to their
family back home or write a diary from the perspective of a trout. I was
impressed with the number of students that chose to complete the story.
Providing an option for students to write creatively and the number of points were

determining factors for choosing that assignment.

Topic 4: Groundwater

The direct lesson for this topic was a demonstration using a groundwater
simulator. Students could complete the notes and questions as we went through
the demonstration as one of their assignments for the topic, and most chose this
option. Students were required to draw and label the different components, such
as the conﬁning and unconﬁning layers, saturation zone, wells, aquifers, lake,
stream, and recharge zone. These concepts are relevant to the students
because the majority of them rely on water from aquifers. We analyze the ﬂow of
water through the aquifer with and without contaminants. Furthermore, many
other students designed a working well in beakers or cups. From this activity,
most students understood the importance of having a ﬁlter on the well and also

the effect the permeability of material has on water ﬂow. Many of them had to

30

adjust their materials or thickness of their model aquifer. This assignment was
designed as a precursor to the 8 layer project. Several students also chose to
complete the porosity/permeability mini-lab in which they determined the volume
and percent of water each material could hold. The lab worked well but did take
longer than expected to complete. Overall, students really enjoyed the hand—on
activities; however, things did get a little messy. A few clogged sinks later, we

were ready for topic ﬁve.
Topic 5: Human Inﬂuence and Pollution

Students began the unit with guided reading and vocabulary as the direct
lesson. Most students chose to write an article summary on the restoration
efforts at Lake Apopka in Florida and Saginaw River in Michigan. The students
were given guideline questions to help focus their summary. In the past, I have
found seventh grade students have difﬁculties identifying the main idea of
articles. As a result, I provided the guidelines to help students be successful in
their ﬁrst writing attempt. However, many students did have to revise their
summary. Based on observation, many others completed the Non-native
species activity. In this activity, students made ﬂashcards of eight different
invasive species in the Great Lakes and then designed a wanted poster for one
of the species. This activity also provided some background knowledge for one
of the A layer choices. Furthermore, Fowlerville’s Environmental Concern activity
looked at sites of environmental contamination in the \fIllage of Fowlerville.

Students determined the types and researched the health effects of the

31

contaminants. As students completed topic ﬁve, they handed in their student

guide with the signatures.

B Layer

The B layer requires students to apply the basic knowledge they learned
in the C layer. Students could design and build a model aquifer, design ﬁltering
device used to treat polluted water, design a lab determining the best method to
clean an oil spill or build a watershed. Initially the students were supposed to
design and write a formal lab report for the B layer. However, due to time
restraints, students designed, built and presented their projects. Students were
assessed based on the presentation of their project. For example, students that
built aquifers had to demonstrate their working well and identify the different parts
of the aquifer. Furthermore, many students designed a ﬁltration device for
treating polluted water. They were shown a two liter bottle containing various
thing such as grape Kool-Aid, coffee grounds, soil, grass, etc. and needed to
design a device that would ﬁlter and purify the water using at least three
materials and two of them being natural. Most students were amazed how much
ﬁltering ﬁne grained sand can provide. Students experimented with the thickness
and arrangements of certain layers and utilized trial and error to adjust their
design. They explained their rationale for the design and tested it using the
sample of polluted water. The B layer utilized formative assessment to increase
student knowledge. With the water treatment choice, most students did not
accomplish their goal on their ﬁrst try. However, they were able test their device

and communicate issues and concerns without their grade being compromised.

32

This allowed them to reevaluate their thinking and gain a deeper understanding
of the objective. Another goal of the B layer was to enable the students to
Incorporate the learning objectives into everyday life. Figure 1-2 shows
examples of different B layer choices. The rubric for this activity is included in

Appendix IV-m.

 

Figure 1: Model Aquifer Project Figure 2: Water Filter Project

A Layer

The A layer was a research based project that focused on current water
issues. The students discussed the issue or problem, problem solved and gave
their opinion of they would do to alleviate the problem. Following the theme of the
other layers, students were given a choice of four different water issues to
choose from: damming the Columbia River, restoring the Everglades, selling
water from the Great Lakes, and preventing the spread of non-native species.
The non-native species issue was part of a C-layer assignment and the other

issues were part of The Power of Water video. As a result, students had some

33

basic knowledge on the issues. They were given two days of research time in the
computer lab and three additional days to ﬁnish the project. The projects were
presented in the form of a research poster or paper. The A layer took several
days longer than expected. During the A layer, our high school was closed for
two days due to a probable case of the swine ﬂu. Even though our school
remained opened, the attendance fell to around 50%. As a result, the deadline of
the project was extended. Furthermore, the A layer was also used as an end of
the unit formal assessment. The rubric is included in Appendix lV-n. Next,

students began the atmosphere unit.
A TMOSPHERE TOPICS AND ACTIVITIES

The atmosphere unit was originally intended to be a two week unit on just
heating of the atmosphere. However, with just over three weeks of school left, it
was necessary to adjust the last unit to include all of the weather objectives.
Table 3 correlates the topics of the weather unit with the Michigan content
expectations. It has more objectives than ideal leaving the question of covering
some in depth or covering all. The choice was made to cover all objectives
addressing some more extensively than others using layered curriculum. Moodle
was incorporated into this unit to assess the effects of technology on motivation

and comprehension.

34

Table 3: Correlation of Atmosphere Topics to Michigan Content Expectations

 

Topic

Ml Content Expectation

 

Composition of the
Atmosphere

E.FE.07.11 Describe the atmosphere as a mixture of
gases.

E.FE.07.12 Compare and contrast the atmosphere at
different elevations.

 

Heating of the
Atmosphere

E.ST.07.72 Describe how different weather occurs due to
the constant motion of the atmosphere from the energy
of the sun reaching the surface of the Earth.

E.ES.07.73 Explain how the temperature of the oceans
affects the different climates on Earth because water in
the oceans holds a large amount of heat.

 

Wind and Ocean
currents

E.ES.07.12 Describe the relationship between the
warming of the atmosphere of the Earth by the sun and
convection within the atmosphere and oceans.

E.ES.07.13 Describe‘how the warming of the Earth by
the sun produces winds and ocean currents.

E.ES.07.73 Explain how the temperature of the oceans
affects the different climates on Earth because water in
the oceans holds a large amount of heat.

 

Water in the
Atmosphere

E.ES.07.73 Explain how the temperature of the oceans
affects the different climates on Earth because water in
the oceans holds a large amount of heat.

 

 

Air Masses and
Fronts

 

E.ES.07.74 Describe weather conditions associated with
frontal boundaries (cold, warm, stationary, and occluded)
and the movement of major air masses and the jet
stream across North America using a weather map.

 

Prior to the unit, students completed a pre-unit assessment on

atmosphere (Appendix III-b). Almost all students had the preconception that

oxygen is the most abundant gas in the atmosphere. However, students could

describe the human causes and health effects of air pollution. This correlates

with students positive comfort level on the pre-unit survey.

35

 

As for the Atmosphere unit, each topic contained a direct lesson that was
required for all students and independent practice choices. This unit worked
much like the previous unit with the exception that some of the instruction,
assignment choices and quizzes required the use of Moodle. After students
made their Moodle account, they could edit their proﬁle by adding a picture,
interests, email, etc. Most students were very excited about having a proﬁle
helping to create a sense of online community. The expectation was this
excitement would translate into completing assignments on Moodle. Moodle
provided the students with an outline of the unit, deadlines, resources, lessons
and assignments that could be completed and/or submitted online. An example
of what a student would see when they log into Moodle is shown in Figure 3.
Students would have access to the assignments and resources outside of the
classroom, providing them more opportunity to complete work. Table 4 provides
the direct and independent assignments for each topic and correlates them to the
three different Ieaming styles and point value. Also, the assignments that were
exclusive to Moodle are indicated with the word Moodle italicized and in
parentheses. At the end of each unit, students were required to take the exit quiz
on Moodle. The quizzes were timed and the answers were scrambled with each
attempt to help prevent cheating. As in the previous unit, students were given a
guide that contained all of the information in Table 3 and 4 [Appendix V-a]. The
students were responsible for obtaining signatures as they completed

assignments and handing in the guide at the end of the unit.

36

 

 

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. . m. .‘ f 17“?“ I‘HLA; “V;—.vu ’kfr

D A q“ urn-Immune um I».

wmcwmm

Bumuumh mem

a awn-1n»: on”
85' mmwmnw
[Sumac-0m

 

Figure 3: Moodle Course Page

Table 4: Outline of Atmosphere Unit [ ]= appendix number/designation

 

37

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Points needed to complete topic 20
Topic 3: Winds and Ocean Currents Learning Style Point
value
Direct Lesson: Vocabulary terms, Ocean Visual/Auditory
Current and Climate Activity [V-e]
Independent Choices:
1. Climate Video & Questions (Moodle) Visual/Auditory 10
2. Pressures On Activity Tactile 10
3. Ocean and Wind Activity Visual 10
Points needed to complete topic 10
Topic 4: Water in the Atmosphere Learning Style Point
value
Direct Lesson: Vocabulary Visual
Independent Choices:
1. Cloud in a Bottle Tactile 10
2. Relative Humidity Worksheet Visual 10
3. Moodle Lesson (Moodle) Visual/ Auditory 10
Points needed to complete topic 10
Topic 5: Air Masses and Fronts Learning Style Point
value
Direct Lesson: Vocabulary, Types of Air Visual/Auditory
Masses Notes
Independent Choices:
1. Moodle Lesson (Moodle) Visual 10
2. Frontal Boundaries Activity [V-t] Visual 10
3. Air Masses and Fronts Video and Visual/Auditory 10
Questions (Moodle)
4. Air Masses and Fronts Mini Lab [V-g] Tactile 10
Points needed to complete topic 20

 

Table 4 Continued
C-Layer Atmosphere Topics and Activities
Topic 1: Composition of the Atmosphere

As in the previous unit, new vocabulary terms were introduced at the

beginning of the topic using the LINCing strategy. Since this was the students’

ﬁrst exposure of Moodle, not all of its features were utilized so as not to

overwhelm the students. The Moodle assignments were kept to Wikis, Lessons

and quizzes. All of the topic 1 assignments were available on Moodle except for

layers of the atmosphere poster. The Understanding Air Density article and

38

 

questions required students to read an article on air density and humidity and
answer questions. Students could complete this assignment on or off line. If
completed online, students could submit the assignment as well. Being able to
submit the assignments online directly after completion is beneﬁcial to those
students that have a tendency to complete work but forget to turn it in or lose it
somewhere in the transition from home to class. The Wiki was a Moodle
exclusive activity. The Wiki was designed using an outline of the layers of the
atmosphere and students were required to add two facts about each layer.
However, those facts had to be different than those submitted by other students.
The students in the class were assigned to groups on Moodle according to their
hour. As a result, each hour had a different eri page. Also on Moodle, students
could choose to watch video segment on the atmosphere and complete a Moodle
video quiz. Many students took the quiz while watching the video. In addition,
students chose to complete the atmosphere poster. For the poster, students
were required to draw and label the layer of the atmosphere to scale using 1 cm

=10km and illustrate two facts about each layer.
Topic 2: Heating of the Atmosphere

The direct lesson for topic 2 was vocabulary using LINCing strategies and
a PowerPoint presentation on heat transfer in the atmosphere. Almost every
student chose to complete the skeleton notes while listening to the presentation.
The Wiki for topic 2 contained the words: convection, conduction and radiation.
The students were required to provide an example, link a resource or insert a

picture for each of type of heat transfer. Another option was to watch a video

39

segment on energy in the atmosphere and answer questions on Moodle.
Furthermore, student could write a summary on the greenhouse effect. Several
resources were on Moodle, but students were not limited to Moodle to complete

the assignment.

Topic 3: Winds and Ocean Currents

The direct lesson for topic 3 was vocabulary and an ocean current and
wind activity. The ocean current and wind activity had students compare the
average temperatures of inland and coastal cities at the same latitude. This
correlated with the Heating and Cooling of Earth Materials lab that was done
previously and further discussed in the 8 layer section. The idea was to relate
heat capacity of water to climate. They also compared the average temperatures
of Battle Harbour in Canada and London in the United Kingdom and correlated
them to ocean currents. For the independent choices, a student could choose to
watch a video segment on climate and complete the quiz on Moodle or complete
a worksheet from the book. In addition, student could complete the Pressures On
mini lab. For the mini lab, students ﬁlled a cup with water, placed an index card
over the top and ﬂipped the cup upside down. They were surprised to ﬁnd the
index card stayed on the cup. Then they poked a hole in the bottom of the cup
and observed the water coming out of the cup. The goal of the activity was to

reinforce the concept air pressure.

40

Topic 4: Water in the Atmosphere

The direct lesson for topic 4 was again vocabulary. Additionally, the Cloud
in a Bottle mini lab received a very positive response from the students. In fact,
many saw others doing the lab and changed their activity to participate. The lab
had students ﬁlled the bottom of the 2 liter bottle with water, drop a lit match in
and use a pump on the end to increase pressure in the bottle. Then students
released the pressure and observed a cloud forming in the bottle. Furthermore,
many students also chose to complete the Moodle lesson on humidity, dew point

and cloud formation.

Topic 5: Air Masses and Fronts

The direct lesson for topic 5 was vocabulary and weather front notes. The
notes had students draw different types of air masses on a map and describe
their characteristics. Since the end of the school year was fast approaching and I
could sense the students were feeling ovenlvhelmed, the notes also counted as
one of their choices. The Moodle lessons and video followed the same format as
previous topics. The air masses and fronts mini lab became an at—home
assignment. Even with it being a homework assignment, there was high
participation. In the lab, students dropped a blue ice cube in room temperature
water with red dye. Through conversations with those that completed the lab,
students could explain the how density affects the formation of fronts.

F urthennore, the frontal boundaries activity focused on predicting the movements

of fronts and weather based on the movement of the fronts. Since the

41

presentation of the topic was rushed, students struggled with the frontal
boundaries activities. The activity required more background information for

student to be successful with the assignment.

Atmosphere 8 Layer

To save time, the 8 layer was incorporated into the C layer. Students
completed two laboratory activities applying concepts learned. The intention was
to complete an additional lab but time was again an issue. Therefore, the lab for
topic 4 on dew point was not performed. The ﬁrst lab was an inquiry based lab
performed as an introduction to the ﬁrst topic on the composition of the
atmosphere. In the lab, the students determined the percentage of oxygen in the
atmosphere. Prior to the lab, an informal assessment determined that almost
every student had the preconceived idea that Oxygen was the most abundant
gas in the atmosphere. This lab challenged those preconceived ideas. The
students used a test tube, water and a candle to determine the percent of oxygen
in the atmosphere. As the oxygen was consumed during combustion, the water
is drawn into the test tube to replace the oxygen. They can then use a ratio to
determine the percent oxygen in the test tube. Students consistently determined
the percent of oxygen in the air to be between 18-25%. This lab led into a
discussion about the other gases in the atmosphere. The other laboratory

activity completing the B layer was a focused on heating of the atmosphere.

The heating and cooling of earth’s atmosphere lab focused on the big idea

that weather is driven by the unequal heating of the earth’s surface. Students

42

constantly found that sand or soil heated the fastest and sand cooled the fastest.
This led to the discussion about the extreme night and day time temperatures in
the desert. Students also determined that water heated and cooled the slowest
making coastal cities warmer in the winter than inland cities of similar altitude and
latitude. This concept was discussed again in topic 3 during the Ocean Current
and Climate activity when students observed the average temperatures of

several coastal and inland cities at similar elevation and latitudes.
Atmosphere A Layer

The A layer for the atmosphere unit focused on sources of air pollution
and the health effects that result. The A layer project was again a research based
project (Appendix V-h). Students were given a subject and format choice. They
could present the project as a PowerPoint ®, research paper or poster. Students
could choose to research a historical case such as the London fog of 1952 or Los
Angeles 1943 and determine the cause of the air pollution, the effects it had on
human health and their recommendations to improve air quality as mayor of the
city. Another choice was to determine the type of air pollution released during
attack and collapse of the twin tower in New York City on September 11, 2001.

In addition, students described the deﬁnition of short and long term health effects
and explained of the health effects of ground zero rescue workers, employees
and residents due to the pollution resulting from September 11‘". Students also
discussed their opinion of whether or not they feel the government should
compensate the people who have suffered from the health effects resulting from

September 11‘“. Students could also choose to study the relationship between

43

air pollution and asthma and determine if there is a relationship between the air
quality index of cities and asthma. The remaining option focused on beneﬁts and
drawbacks of ozone. Students discussed the idea that the ozone in the
stratosphere which is used to block ultraviolet radiation is a necessity for life;
however, ozone in the troposphere is harmful to human health. Hopefully, a
clear picture of the implementation of the two units has been established so their

effectiveness can be discussed.

Results and Evaluation:

SURVEYS

From the post survey results [Appendix lI-b], 58% of the participants
enjoyed engaging in layered curriculum. They felt being able to choose
assignments and work at their own pace were the best things about layered
curriculum. They also indicated that they enjoyed the increased number of labs
and projects. However, many expressed that there was too much work in the
time given to complete each topic. In addition, they felt they learned most from
laboratory investigations and Moodle. After the unit, 80% of the students agreed
that technology should be included into the classroom. This was a slight increase
from prior to the unit. Furthermore, when asked if “layered curriculum made me
Ieam information better than the way classes are usually taught” 18% felt it did
all the time, 25% most of the time, 43% some of the time and 14% none of the
time. The one change students would like to see with layered curriculum is more

time.

There were several interesting ﬁndings analyzing the pre/post surveys
[Appendix VI]. One interesting observation was that prior to the unit, the majority
(58.5%) indicated they learned best when taught by teacher or other adult and
after the unit the opinion shifted so that the majority (60%) felt they learned best
on their own. Also, the post survey indicated a 21% increase in the idea that
students should be able to choose how they Ieam. However, after the unit the “no

opinions” dropped to zero from 29% most likely accounting for that difference. A

45

similar trend was observed with the question “It is easier to learn when given
several choices." Other questions did not produce much of a change, comparing

pre and post surveys.

Even though laboratory investigation was the preferred method of Ieaming
indicated by students in the survey, I found in surprising that the majority of the
students opted not to do the lab when it was given as a choice (Figure 4). On the
other hand, book work was reported as one of the least helpful assignments;
however, the majority of the students chose book work when it was given as an
option. Book work was most likely a popular choice because it can be completed
faster. Book work usually focuses on recalling information and less on critical

thinking making it an easier option to complete.

Groundwater Assignment Analysis

 

Total Activities Chosen
8
l
l

 

l.. ,, -_ , . L ,_ ... , .7_ .__7 . .‘ ._ rd L__._ ..

‘Chose Notes if. Chose Lab when Chose Bookwork
Applicable ‘ : Applicable When Applicable

..77.. 7‘ 7 7. 7. ‘. 7 7 7 “‘17 7 .77 77 7 L 7. 7 7 77.17... 7.7 77 777.

I IYes1 43 35 ‘ 95

;I No i 1 43 ‘ 64

Figure 4: Summary of Assignment Type Chosen during Groundwater Unit (n=45)

46

ASSESSMENTS
Groundwater Unit:

One of the primary goals of implementing a layered curriculum into the
groundwater unit was to increase knowledge comprehension. Comprehension
was measured using a pre and post unit assessment. A student’s paired t-test
was conducted to compare the effects of the pre and post assessments on
comprehension. There was a signiﬁcant difference in the scores for the pre-
assessment (M=7.09, SD=2.85) and the post assessment (M=18, SD=3.97);
t(44)=-18.2, p=0.00. These results suggest that layered curriculum did have an
effect on comprehension. The implementation of the layered curriculum resulted
in an increase in comprehension. The difference in the average scores can be
seen in ﬁgure 5. The assessments contained a maximum of 22 points.

1 Average PrelPost Assessment Scores

j 20 7 , ,

 

     

I
18 5-7 — ~ 7 7 - ~ 7 - ~—
16 } - - 77 7
0
§ 14 T - 77 7
V) 12 f -
g, to; 77 7777777
< 6 T 7‘ __ 7 7 ' T
4 t
2 - -
O 1. 77...- -7-... 77. > 77 777.-.. . . ..
l Groundwater (n=44) ‘ Atmosphere (n=38)
‘5 IPre-test I 7.1 ; 2.2
Ira-w ~—v~ «j -_,. 7 - < 77 ........_..--A,- “~7777a‘ A777 . - ..--. 7~~ 7. . .
IIPost—test; 18 r 12

Figure 5: Average PrelPost Assessment Scores
47

The water cycle produced one of the largest gains in comprehension
(Figure 6). Again a student’s paired t-test was conducted to determine the
signiﬁcance of the difference between the pre-assessment (M=0.96, SD=1.31)
and the post assessment (M=6.71, SD=1.95); t(44)=-18.4, p=0.00. Figure 6
summarizes difference in average scores. On the pre-unit assessment, the
water cycle results were most surprising. The students were given a diagram
and a list of eight water cycle terms and asked to describe the cycle using the
terms. Each term described correctly was given one point. The average score on
the water cycle question prior to the unit was 0.98 out of 8. The water cycle is a
concept that, in the past, I brieﬂy covered and sometimes skipped if we were
running short on time. My thinking was the water cycle is often covered in
elementary grades because it is a concept of science that teachers with minimal
science backgrounds were comfortable teaching. This assumption is backed by
my mother being elementary school teacher in the district, and in previous years
students always felt conﬁdent about the water cycle. In fact, with mention of the
water cycle most students would sing me the water cycle song they’ve Ieamed in
second or third grade. However, after the pre-unit assessment, it became
apparent that just because they are conﬁdent and can sing a song about the
water cycle it does not mean they understand the cycle. The pre-unit
assessment results clearly reveal students are not coming to seventh grade
understanding the water cycle. Students are familiar with the terms but could not

write a written explanation using those terms until after the unit.

48

I Groundwater Assessment Analysis

 

 

I o 7 ’ V 7‘ V 7
l 3 6
l a 4
l g 3 I I
> 2 1 , ,
‘y < 1 :7 H r I
O I _ .
’ Topic 1: ‘ gzﬁgcil Topic 4. ‘ Topic 5.
Water Cycle Waters llGroundwater Pollution
'IPre-Test 0.97 I 0.34 7 1.7 7 . 72.27
I Post-Test 6.86_ 0.77 , , 534 ~ 2.73

 

Figure 6: Groundwater unit average prelpost assessment scores arranged by topic (n=44)

Atmosphere Unit:

The primary goal of the unit was to increase comprehension; therefore
another student’s paired t-test was conducted. The results (Figures 5, 7) indicate
a signiﬁcant gain in comprehension between the pre-assessment (M=2.33,
SD=1.64) and post assessment (M=12.0, SD=2.81); t(38)=-22.7,p=0.00. A
summary of the average pre and post assessment scores are shown in ﬁgure 5.
Figure 7 breaks down the average pre and post assessment scores for each
topic. Topic 4 is missing because it was not assessed on the pre-unit
assessment. This is due to the fact that this unit was originally intended to be just
heat transfer in the atmosphere (topic 2). The other topics were added as result
of time restraints. This also explains the disproportionate amount of points

between the topics.

49

Since the unit focused heavily on topic two, another paired t-test was
performed to test the unit’s effectiveness on comprehension. The results
indicated a signiﬁcant gain between the pre-assessment (M=0.821, SD=1.14)
and the post assessment (M=7.36, SD=2.18); t(38)=-17.7, p=0.00. These results

suggest layered curriculum and Moodle did have a positive effect on

 

 

 

 

 

 

 

 

 

 

 

 

    
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

comprehension.
[. _ _, w--- _ _- H- - 22-22 -- ____.__ _.__._
Atmosphere Assessment Analysis
8
2 6 . _2 — ' —
8
en 5 7“" T
a 4 r— H___ __
r a -
2 2 ......... __--_______
o LG‘LSR J r~._l -#-Lﬂ__ﬂr____LAk . ' . -1 W...
Topic 1: Topic 3:
Composition Topic 2: Heat Wind and Topic 5: Air
of the Transfer Ocean Pollution
Atmosphere Current
LIPre-Test 0.67 0.82 __ 0.77 . 0.03
3 I Post-Test 2.38 7.36 1.59 i 0.69
l

 

 

 

 

 

 

Figure 7: Atmosphere unit average prelpost assessment scores arranged by topic (n=38)

MISSING ASSIGNMENTS

Another goal of this study was to increase motivation. Missing
assignments were analyzed to measure motivation with the idea that students
would complete more assignments if they were motivated to Ieam (table 5) and

having choices. Unfortunately, the implementation of layered curriculum and

50

Moodle did not decrease the amount assignments missing. In fact, the average
number of missing assignments increased in comparison with the two units .
previously taught to this group of students. Several factors could be responsible
for this increase. First, this study was implemented after spring break during the
fourth marking period. From my experience, decreased motivation and
increased missing assignment is common as the fourth marking period

progresses.

Surprisingly, two participating students accounted for 48% and 30% of the
missing work during the groundwater and atmosphere unit respectively. Student
25 and 10 didn’t do work in prior units and continued those habits in this study.
Even though the overall number of missing assignments increased with the
implementation of Moodle, a reduction in missing assignments occurred for some
students. For example, Student 28 had eleven (61%) missing assignments for
the groundwater unit but only one (6%) for the atmosphere unit using Moodle.
Similarly, student 11 decreased from 6 (33%) assignments missing to 0 when
comparing the two units. Student 11 is one of the three students in the study
receiving special education services. Furthermore, those two students
accounted for 26% of the total missing assignments during the groundwater unit,

but only 1% during the atmosphere unit.

51

Table 5: Summary of Missing Assignments (n=45)

 

 

 

 

 

Weathering Earth Materials Groundwater Atmosphere
(Previous (Previous Unit)
Unit)
Total 7 14 18 16
Assignments in
unit
Average .8 1.8 2.8 3.6
missing/Student
Average/Student 1 1 .8 12.6 15.5 22.3
M)

 

 

 

 

 

USE OF MOODLE

The goal of Blended instruction through the use of Moodle was to translate

students’ motivation for technology into increased Ieaming. When Moodle was

given as an option, it was chosen 50% of the time (ﬁgure 8). Students tended to

really like Moodle and complete all their assignments with Moodle or didn’t use it

at all. However, the post survey indicated the 80% of the students wanted

assignments using technology, such as Moodle, as part of the course. In

addition, as noted in the previous section, some students did turn in more

assignments with the introduction of Moodle. In addition, teachers indicated that

many students requested to work on Moodle with their free time in other classes.

52

 

Use of Moodle

 

80
70
60
50
40
30
20
10

0

   

 

75 75

 

 

I Chose Moodle when
Applicable

 

 

 

 

 

Figure 8: Summary of Moodle Use (n=45)

53

Conclusion

Layered curriculum and Moodle were implemented with the purpose of
increasing comprehension and motivation in the classroom. Previous units were
taught in a traditional style of teaching where content information was presented
with a reading selection from the textbook or through lectures or demonstrations.
The hypothesis was that if students were given choices that accommodated their
Ieaming style they would be more engaged in the Ieaming activity. Furthermore,
research indicates that engaging students correlates to increase in
comprehension, retention and motivation. Overall, significant evidence from this
study suggests that the implementation of layered curriculum and Moodle was
effective in increasing comprehension. However, there was no signiﬁcant

correlation between Layered curriculum and Moodle to motivation.

Motivation was measured with the number of missing assignments
throughout the unit, and missing assignments actually increased during the two
units in comparison to the two previous units. However, the overall increase may
be the results of several other factors. First, too much material was covered in
too short of time. The unit did go at a faster pace than I would have liked but the
end of the school year was fast approaching. The fast pace of the unit was also
noted on many post unit surveys as a negative. In addition, as the end of the
school year approached, many students became overwhelmed with end of the

year projects in other classes and ﬁnal exams.

Consequently, even though the units in this study did not produce a

reduction in missing assignment in comparison to previous unit, they did produce

54

a change within the units in this study when comparing the two units. As
discussed in the results section, several students had a signiﬁcant decrease in
missing assignments during the atmosphere unit. One possible cause for the
reduction of missing assignments was introduction of Moodle. Even if Moodle
positively affects a small number of students, it should remain as part of the
curriculum. Furthermore, students chose Moodle 50% of the time when it was

given as an option.

On the other hand, the strategies introduced did increase students’
responsibility and conﬁdence to Ieam. Based on the pre/post survey results, a
shift in students’ opinion occurred in how they Ieam best. Prior to the survey,
58.5% felt the Ieamed best when taught by a teacher and after the survey that
percentage shifted to students feeling they Ieam best on their own. I think
layered curriculum’s student-centered approach and focus on making students
responsible for their Ieaming gave them more conﬁdence to ﬁgure things out on
their own. Since layered curriculum integrates a variety of resources, students
Ieam how to utilize those resources and rely less on the teacher. In addition, the
use of formative assessments helps guide students Ieaming and increasing their

conﬁdence.

In addition, LINCing vocabulary proved to be a very effective tool. I felt the
students preferred this strategy over the previous method, and the strategy
proved to be effective. For example, the topic 1 water cycle exit quiz focused on
using vocabulary terms to explain the water cycle. Prior to the unit the average

score was 0.97 out of 9 whereas after implementing the LINCing strategy and

SS

topic 1 lessons the scores increased to 6.86. Since the assessment focused on

vocabulary, I think the increase correlates to the LINCing strategy.

One problem faced during this study was the requirement of the consent
form. The participants in this study were not a true sample of those taking the
course. Participation in the study required signed consent from both the student
and parent. Despite the incentive of extra credit and daily reminders, the majority
of the students did not return the parent consent and were unable to participate.
Those that did return both forms tended to be the more responsible students.
The goal was to help the less motivated become engaged; however, if they don’t
turn in work it is unlikely to expect them to turn in a consent form with no
relevance to them. In fact 80% of the participants were AIB students.
Unfortunately, many special education students did not agree to be in the study.
Unwillingness to participate may be the result of low self image regarding
education. Despite the fact it was explained they would be anonymous, many
feared the analysis of their work. As a result only 3 of the 45 (6%) participants
were special education students, about a third of the of the percentage of special
education students in the course. Furthermore, of the three students one didn’t
contribute much work to analyze. Low special education participation was
unfortunate because I was hoping to analyze the effect of the accommodations
provided by Moodle and layered curriculum. As discussed earlier, layered
curriculum and Moodle are accommodating because students can chose their

preference of Ieaming focusing on their strengths, utilize many resources

56

adapting to different reading levels and allows students to work at their own

pace.

Another problem was the length of the units. I think layered curriculum
would be much more effective in middle school as a two or three week unit or
about two or three days per topic. Adding too much information into the unit
caused many students to become overwhelmed decreasing the effectiveness of
the unit. In addition, incorporating the B layer into the C layer in the atmosphere
unit was less overwhelming for the students. Incorporating the B layer throughout
the C layer prevented students from having two projects due one after another.
In future layered curriculum units, I will incorporate the B layer into the C layer
through the use of laboratory investigations or formal reports. Also, I plan to
adjust some of the point values of certain C layer assignments. For example, the
water cycle children book took students signiﬁcantly more time than other
assignments to complete and should be worth 20 points instead of 10.
Furthermore, the atmosphere unit would beneﬁt from being divided into two
separate units. Topics 1, 2 and 4 of the atmosphere unit could combine as one
unit and topics 3 and 5 could be another unit. In addition, the swine ﬂu epidemic

also caused a distraction in the school and unit possibly affecting the unit.

Overall, I expect to continue to utilize layered curriculum and Moodle in
the classroom. This study provided a solid foundation. With a few changes, such
as shortening the unit, utilizing more of Moodle’s features and incorporating the B
layer into the C layer they will become even more effective. F urtherrnore, l was

very impressed with Moodle. The Moodle features introduced in this study only

57

skim the surface. There are many more features of Moodle, such as forums,
chat rooms, ﬂashcard glossaries, etc. that I would like to introduce to the course.
I feel that chat rooms that are monitored will extend the Ieaming community
outside of the classroom. Setting up a chat room will give students a chance to
communicate about assignments or projects among themselves. Even though
some students did not like Moodle, it deﬁnitely motivated others making it a
valuable tool to the classroom. In addition, I received many compliments from
parents regarding Moodle. It was another avenue to extend Ieaming outside of

the classroom.

58

APPENDIX l

59

APPENDIX I-a

Using Layered Curriculum and Technology to Increase Comprehension and
Motivation in a Middle School Classroom
Parent Consent Form

I am currently enrolled as a graduate student in Michigan State University’s Department
of Science and Mathematics Education (DSME). My thesis research is on improving
student comprehension and increasing motivation in a middle school classroom. Some
of the components of the unit are laboratory investigations involving watersheds and
energy in the atmosphere. The unit will also focus on giving students choices
incorporating different learning styles and making connections to real life.

Data for the research study will be collected from standard student work
generated in the course of teaching this unit, such as pre and post tests, lab activities,
quizzes, and surveys. I am asking for your permission to include your child’s data in my
thesis. Your child’s privacy is a foremost concern. During the study, I will collect and
copy student work. These assignments will have the student’s name removed prior to
use in the study. All of the work being collected will be de-indentiﬁed and stored in a
locked cabinet for three years. I am also requesting permission to take and use digital
images of your child for use in my thesis presentation. The purpose of the images is to
provide visual reference to lessons and activities performed during the unit. In addition,
your child’s identity will not be attached to any data in my thesis paper or in any images
used in the thesis presentation. Your child’s identity will be protected to the maximum
extent allowable by law. '

Participation in this research study is completely voluntary. Students who do not
participate in the study will not be penalized in any way. Students who do not
participate in the study will still be expected to participate in class and complete
assignments. Students who participate in the study will not be given extra work to
complete. You may request that your child's information not be included in this study
at any time and your request will be honored. There are no known risks associated with
participating in this study. Participation in this study may contribute to determining the
more effective teaching methods in the middle school classroom.

If you are willing to allow your child to participate in the study, please complete
the attached form and return it to Mrs. Adams, 8’“ grade science and math teacher. The
form will be stored in a sealed envelope in a locked cabinet concealing involvement until
after the unit is completed and grades have been assigned. Any work from a student
who is not to be included in the study will be shredded.

If you have any questions about the study, please contact me by e-mail at
maurera@fvl.k12.mi.us or by phone at (517) 223-6214. Questions about the study may
also be directed to Dr. Merle Heidemann at The DSME by e-mail at heidema2@msu.edu,
by phone at (517) 432-2152, or by mail at ”8 North Kedzie, East Lansing, Michigan
48824. If you have questions or concerns about your role and rights as a research
participant, would like to obtain information or offer input, or would like to register a
complaint about this study, you may contact, anonymously if you wish, the Michigan
State University's Human Research Protection Program at Sl7-355-2l80, Fax 5l7-432-
4503, or e-mail irb@msu.edu or regular mail at 202 Olds Hall, MSU, East Lansing, MI
48824.

 

Thank you,

Ms. Amy Maurer
Fowlerville Junior High School

This consent form was approved by the Social Science/BehavioraI/Education Institutional Review Board (SIRB) at
Michigan State University. Approved 03/24/09 - valid through 03/23/10. This version supersedes all previous versions.
IRBI 09-077.

60

l voluntarily agree to allow participate in
this study.
(print student name)

Please check all that apply.

_____ I give Ms. Amy Maurer permission to use data generated from my child’s
work in Earth Science to be used in the thesis project. All data from my
child will remain confidential.

--___I do not wish to have my child’s work used in this thesis project. I
acknowledge that my child’s work will be graded in the same manner
regardless of participation in the study.

_____ I give Ms. Amy Maurer permission to use pictures of my child during her
work on this thesis project. My child will not be identiﬁed in these
pictures.

_____ I do not wish to have my child’s picture used at any time during this thesis
project.

 

 

(Parent/Guardian signature) (Date)

This consent form was approved by the Social Science/BehaviorallEducation Institutional Review Board (SIRB) at
Michigan State University. Approved 03/24/09 - valid through 03/23/10. This version supersedes all previous versions.
IRBII 09-077.

61

APPENDIX I-b
Student Consent Form

I am currently enrolled as a graduate student in Michigan State University's Department
of Science and Mathematics Education (DSME). My thesis research is on improving
student comprehension and increasing motivation in a middle school classroom. Some
of the components of the unit are laboratory investigations involving watersheds and
energy in the atmosphere. The unit will also focus on giving students choices
incorporating different learning styles and making connections to real life.

Data for the research study will be collected from standard student work generated in
the course of teaching this unit, such as pre and post tests, lab activities, quizzes, and
surveys. I am asking for your permission to include your data in my thesis. Your
privacy is a foremost concern. During the study, I will collect and copy student work.
These assignments will have the student’s name removed prior to use in the study. All
of the work being collected will be de-indentiﬁed and stored in a locked cabinet for
three years. I am also requesting permission to take and use digital images of you for
use in my thesis presentation. The purpose of the images is to provide visual reference
to lessons and activities performed during the unit. In addition, your identity will not be
attached to any data in my thesis paper of in any images used in the thesis presentation.
Your identity will be protected to the maximum extent allowable by law.

Participation in this research study is completely voluntary. Students who do not
participate in the study will not be penalized in any way. Students who do not
participate in the study will still be expected to participate in class and complete
assignments. Students who participate in the study will not be given extra work to
complete. You may request that your information not be included in this study at any
time and your request will be honored. There are no known risks associated with
participating in this study. Participation in this study may contribute to determining the
more effective teaching methods in the middle school classroom.

If you are willing to participate in the study, please complete the attached form and
return it to Mrs. Adams. The form will be stored in a sealed envelope in a locked cabinet
concealing involvement until after the unit is completed and grades have been assigned.
Any work from a student who is not to be included in the study will be shredded.

If you have any questions about the study, please contact me by e-mail at
maurera@fvl.k12.mi.us or by phone at (SI 7) 223-62l4. Questions about the study may
also be directed to Dr. Merle Heidemann at The DSME by e-mail at heidema2@msu.edu.
by phone at (SI7) 432-2152, or by mail at “8 North Kedzie, East Lansing, Michigan
48824. If you have questions or concerns about your role and rights as a research
participant, would like to obtain information or offer input, or would like to register a
complaint about this study, you may contact, anonymously if you wish, the Michigan
State University’s Human Research Protection Program at 5l7-355-2l80, Fax 517-432-
4503, or e-mail irb@msu.edu or regular mail at 202 Olds Hall, MSU, East Lansing, MI
48824.

 

Thank you,
Ms. Amy Maurer
FowlervilleJunior High School

This consent form was appromd by the Social Science/Behavioral/Educetion Institutional Review Board (SIRB) at
Michigan State University. Approved 03124l09 - valid through 03l23/10. This version supersedes all previous versions.
IRBIII 09-077.

62

Please print Student Name:

 

_____ I voluntarily agree to participate in this thesis project.

_____ I give Ms Maurer permission to use pictures of me during her work on this
thesis project. I understand I will not be identiﬁed in these pictures.

_____ I do not wish to have my picture used at any time during this thesis
project.

 

 

(Student signature) (Date)

This consent form was approved by the Social Science/BehavioraI/Educetion Institutional Review Board (SIRB) at
Michigan State University. Approved 03/24/09 - valid through 03123110. This version supersedes all previous versions.
IRE/f 09-077.

63

APPENDIX ll

64

APPENDIX "-3

Pre-Unit Survey

1. My usual grade in science class is

A B C D E

My Favorite class is

 

 

 

 

Math Science English Social Studies Other:
Because:

My least favorite class is

Math Science English Social Studies Other:
Because:

Which part of science helps you learn best?

Demonstrations Notes
Homework Labs/Projects
Quizzes/ tests Bookwork
Other:

Which part of science is least helpful to you?

Demonstrations Notes
Homework Labs/ Projects
Quizzes/ tests Bookwork
Other:

Which kinds of assignments do you like the most?

Bookwork Notes

Daily work Labs/ Projects
Quizzes/ tests Other:

65

 

 

 

7. Do you prefer working alone or in groups?
Alone Partners/group of three Big Groups 4-6
Why?
8. I learn best:
on my own being taught by a peer Being taught by a teacher or other adult
9. Students should be able to choose how they learn
Agree Disagree No opinion
10. It is easier to learn when given several choices

Agree Disagree No opinion

11. Assignments using technology(pod cast, Moodle, WebQuest, PowerPoint) should be
included into the classroom

Agree Disagree No‘opinion
12. I am good at setting my own goals and completing them on time

Agree Disagree

13. I can do well in a science class

Agree Disagree

On the following page, please circle or shade the box that best
describes how you feel

66

 

 

 

 

 

 

 

 

 

Watersheds I could I can explain Familiar with Heard of the I’ve never
explain the the main topic but topic but heard of that
topic in ideas could only couldn’t tell topic before
detail correctly explain a you anything

little about it about it

Surface Waters I could I can explain Familiar with Heard of the I’ve never
explain the the main topic but topic but heard of that
topic in ideas could only couldn’t tell topic before
detail correctly explain a you anything

little about it about it

Groundwater I could I can explain Familiar with Heard of the I’ve never

and Aquifers explain the the main topic but topic but heard of that
topic in ideas could only couldn’t tell topic before
detail correctly explain a you anything

little about it about it

Human Causes I could I can explain Familiar with Heard of the I've never

of water explain the the main topic but topic but heard of that

pollution topic in ideas could only couldn't tell topic before
detail correctly explain a you anything

little about it about it

The cause of I could I can explain Familiar with Heard of the I’ve never

wind and ocean explain the the main topic but topic but heard of that

currents topic in ideas could only couldn’t tell topic before
detail correctly explain a you anything
little about it about it

Heat Transfer in I could I can explain Familiar with Heard of the I’ve never

the explain the the main topic but topic but heard of that

Atmosphere topic in ideas could only couldn’t tell topic before
detail correctly explain a you anything

little about it about it

Temperature of I could I can explain Familiar with Heard of the I’ve never

Ocean and explain the the main topic but topic but heard of that

ocean currents topic in ideas could only couldn’t tell topic before

affect on detail correctly explain a you anything

climate little about it about it

Origin and I could I can explain Familiar with Heard of the I’ve never

human causes explain the the main topic but topic but heard of that

of air pollution topic in ideas could only couldn’t tell topic before
detail correctly explain a you anything
little about it about it

 

 

 

 

 

 

67

 

10.

11.

12.

13.

14.

15.

APPENDIX II-b
POST UNIT SURVEY
My grade during the Energy in the Atmosphere Layered curriculum unit was:

A B C D E
I liked doing layered curriculum

Agree Disagree
The best thing about layered curriculum was...

The worst thing about layered curriculum was...
I learned the most in this unit from...

My favorite part of the unit was...

My least favorite part of the unit was...

I learn best:

On my own Being taught by a peer Being taught by a teacher or other adult

Students should be able to choose how they learn

Agree Disagree
It is easier to learn when given several choices

Agree Disagree

Assignments using technology(pod cast, Moodle, webquest, PowerPoint) should be
included into the unit

Agree Disagree

I am good at setting my own goals and completing them on time
Agree Disagree

I can do well in a science class

Agree Disagree

I felt layered curriculum made me learn information better than the way classes are
usually taught.

All of the time Most of the time Some of the time None of the time

I f I could change one thing about the layered curriculum unit, it would be...

68

Please circle or shade the box that best describes how you feel

 

 

 

 

 

 

 

 

 

Watersheds I could I can explain Familiar with Heard of the I’ve never
explain the the main topic but topic but heard of that
topic in detail ideas could only couldn't tell topic before

correctly explain a you anything
little about it about it

Surface Waters I could I can explain Familiar with Heard of the I've never
explain the the main topic but topic but heard of that
topic in detail ideas could only couldn't tell topic before

correctly explain a you anything
little about it about it

Groundwater I could I can explain Familiar with Heard of the I’ve never

and Aquifers explain the the main topic but topic but heard of that
topic in detail ideas could only couldn’t tell topic before

correctly explain a you anything
little about it about it

Human Causes I could I can explain Familiar with Heard of the I’ve never

of water explain the the main topic but topic but heard of that

pollution topic in detail ideas c0uld only couldn’t tell topic before

correctly explain a you anything
little about it about it

The cause of I could I can explain Familiar with Heard of the I’ve never

wind and ocean explain the the main topic but topic but heard of that

currents topic in detail ideas could only couldn't tell t0pic before
correctly explain a you anything
little about it about it

Heat Transfer in I could I can explain Familiar with Heard of the I’ve never

the explain the the main topic but topic but heard of that

Atmosphere topic in detail ideas could only couldn't tell topic before

correctly explain a you anything
little about it about it

Temperature of I could I can explain Familiar with Heard of the I’ve never

Ocean and explain the the main topic but topic but heard of that

ocean currents topic in detail ideas could only couldn’t tell topic before

affect on correctly explain a you anything

climate little about it about it

Origin and I could I can explain Familiar with Heard of the I’ve never

human causes explain the the main topic but topic but heard of that

of air pollution topic in detail ideas could only couldn’t tell topic before
correctly explain a you anything
little about it about it

 

 

 

 

 

 

69

 

APPENDIX Ill

70

APPENDIX Ill-a

Pre- Unit Assessment

1. When the snow melts in Michigan, describe three things that can happen to this water.

2. Which is an example of a point source of water pollution?

A) Pesticides on farmland

B) Exxon Valdez oil spill

C) Salt spread on roadways

D) Runoff of human and animal waste

3. A) Describe a way in which humans have been a source of water pollution.

8) Describe a way we can improve water quality.

4. In the box below, label all of the following on the model aquifer: Saturated zone,
unsaturated zone, water table, impermeable layer, and permeable layer.

Draw where you would dig a well. Make sure to include the depth of the well in your
drawing.

 

,-—\ ‘/—\ ‘\

[I >_ /

5 «KW

       

 

 

 

Would the water collect where it is shown on the diagram? Explain.

71

5. Use the diagram and the following terms to explain the water cycle. Use all of the
following terms in your explanation: evaporation, transpiration, condensation, cloud
formation, precipitation, inﬁltration, surface runoff and groundwater.

 

  
 

mm
I V, // /.'.////:7/ .7
WL/ﬂ

\

mag/mt

 
  
  
 
  

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

72

 

~_$_.

Onlurlo

  

“We

Lake Superior

PM.

  
 

as.

St. LawrenceI Seaway l

_
9--

Lake Ontario

,

 

 
 
 
 

 
  
  
  
 

Lake Michigan

.....
-..

mm : ' ' -,
' ladle" 4‘ . I

Detroit River '
Lake St. Clair

 

       

6. Which of the following correctly describes the path water would take through the region
covered on the map.

a) St. Lawrence Seaway —)Lake Ontario-) Lake Erie—) Detroit River -)Lal<e St. Clair ->
Lake Huron ->Lake Michigan

b) Lake Superior -) Lake Michigan -)Mississippi River

c) Lake Superior -) Lake Huron -)Lake St. Clair —>Detroit River ->Lake Erie 9 Lake
Ontario —) St. Lawrence Seaway

d) Lake Huron -) Lake Erie —) Detroit River -) Lake Ontario —) St. Lawrence Seaway ->

Lake St. Clair

73

APPENDIX Ill—b

Pre-unit Assessment

1. What are the three most abundant gases in the atmosphere in order from most to least
abundant)

a) Oxygen, Carbon Dioxide, and Nitrogen

b) Nitrogen, Oxygen, and Argon

c) Oxygen, Water Vapor, and Carbon Dioxide
d) Carbon Dioxide, Oxygen, and Water Vapor

2. Describe two ways the atmosphere helps living things survive on Earth.

3. The layers of the atmosphere are classiﬁed according to changes in:
a) Altitude
b) Density
c) Pressure
d) Temperature

4. Describe the three ways heat is transferred in the atmosphere. Give an example of each.

5. Three cities are at the same altitude and latitude:

City A: Located in a sandy desert
City 8: Located in a dark colored rocky surface
City C: Located along the coast of the Great Lakes

During the winter the earth tends to lose heat which of the above cities would have the
warmest average winter temperature? Why?

74

6. The sun is approximately 93 million miles from the earth and space has no temperature.
How do we get heat from the sun?
7. Convection takes place because:

a) Warm air is more dense than cold air
b) Warm air and cold air have the same density
c) Cold air is less dense than warm air

d) Cold air is more dense than warm air

8. Winds are caused by differences in:
a) Precipitation
b) Humidity
c) Air pressure

d) Turbulence

9. Battle Harbour in Canada and London in the United Kingdom are both coastal cities at
about the same latitude. Battle Harbour has an average temperature in January of -7°C
whereas London has an average January of 7° C. Using your knowledge of ocean
currents, explain why Battle Harbour has a cooler average temperature.

10. a) Describe two ways humans pollute the air.

b) Describe two health effects caused by air pollution.

11. How do fronts form?

12. What type of weather is associated with a cold front?

Summer:

Winter:

75

APPENDIX IV

76

APPENDIX lV-a

Student Guide for Watersheds and Groundwater Unit

Essential Questions:

How does surface water in Michigan get to the Ocean?
How do human interactions effect the environment?

State Benchmarks:

E.ES.07.82 Analyze the ﬂow of water between the components of a watershed, including surface
features (lakes, streams, rivers, wetlands) and groundwater.

E.ES.07.41 Explain how human activities (surface mining, deforestation, overpopulation,
construction and urban development, farming, dams, landﬁlls, and restoring natural areas)
change the surface of the Earth and affect the survival of organisms.

E.ES.07.42 Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere,
(car exhaust, industrial emissions, acid rain, and naturalsources), and how pollution impacts
habitats, climatic change, threatens or endangers species.

Previous Science Standards:

EH.V.2.ms.2 Describe how surface water in Michigan reaches the ocean and returns.
EH.V.2.ms.3 Explain how water exists below the earth’s surface and how it is replenished.
EH.V.2.ms.4 Describe the origins of pollution in the hydrosphere.

£13m

You must get your sheet initialed as you complete assignments. You will be quizzed on the
information during a conference session. DO NOT LOSE THIS SHEET!!! Or you may lose
points.

Topic 1: Water Cycle

Completed assigned vocabulary terms

Independent Practice Choices: Need 20 Points Teacher Initials
1. 11.1 Review & Reinforce/ Enrich WS (10 pts)
2. Design a poster of the water cycle (10 pts)
3. Water Cycle in a Bag (10 pts)
4. Water Cycle Children’s Book (10 pts)

77

Topic 2: Watersheds

[t] Read pages 368-371
Independent Practice Choices: Need 20 points

Guided Reading (10 points)

Red Cedar River Activity (10 points)
Make a watershed brochure (10 points)
Design a concept map (10 points)

P9P!"

Topic 3: Surface Waters

Completed Skeleton Notes

Independent Practice Choices: Need 20 points

1. RAFI' Story (20 pts)

2. Draw a Map of the Great Lakes and Atlantic Ocean and trace
a path for water from Red Cedar to Ocean (10 pts)

3. 11.2 Review & Reinforce (10 pts)

Write a song about journey from Red Cedar to Ocean (10 pts)

PowerPoint of different types of surface waters (10 points)

9"?

Topic 4: Groundwater

El Groundwater Demonstration

Independent Practice Choices: Need 20 points

Demonstration Questions (10 points)

11.3 Review & Reinforce/Enrich WS (10 points)
Porosity and permeability Activity (10 points)
Michigan Aquifer Guide (10 points)

Design a working well (10 points)

P‘PP’P!‘

Topic 5: Human Inﬂuence and Pollution

El Completed and turned in "Power of Water” video questions
El Completed Guided Reading

Independent Practice Choices: 20 points
1. Case Study Analysis (10 pts)
2. Find a current article about water pollution
and write a summary (10 pts)
Trouble in Paradise (10 pts)
Non Native Species Activity (20 pts)
5. 12.3 Review & Reinforcement/Enrich (10 pts)

as»

78

Teacher Initials

Teacher Initials

Teacher Initials

Teacher Initials

APPENDIX lV-b

Gr‘oundL-vatcr Vocabulary

Directions: The LINCing vocabulary is a useful strategy to help you remember vocabulary words
and their deﬁnitions. Follow these steps to create a LINCing story:

List the parts (vocabulary word and deﬁnition, Identify a reminding word, Note a LINCing story,
Create a LINCing picture, and Self-test

(Q) Term \@ LINCing Story \@ LINCing Picture \( Deﬁnition

Pollutant

 

 

 

J
(G) Reminding Word \

L sx )x )\

 

 

 

 

 

 

 

 

Aquifer

 

or
A

 

 

 

 

 

 

 

 

 

 

JL

 

 

 

[ Condensation

 

 

 

 

 

Divide

 

JL

 

 

 

 

 

 

 

 

 

 

 

I 4K EA. 2
F f
[ Evaporation

[ A J\ )K j

79

 

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JO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

p

 

 

 

L

 

 

 

 

 

 

 

 

 

 

 

, sf ﬁr
Groundwater

f— a:

e JL )L

a i

[ lmpermeable ( (

I L L

( Inﬁltration jf if

f at

. k JO

C Nonpoint ﬂf

L Pollution #

( ﬂ

2 JL )L

( Permeable ﬁr ﬁr

f e

e 1L JO

 

 

 

 

Poﬂuﬂon
F

 

P

I PointSource Y

_1

ﬂ

 

1L

 

\

 

 

 

80

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

[ Precipitation jf NF

L j

( ﬂ

L JL )L

ura ed \

(:22: T F

L JL JL

L Surface Runoff if \K
—4

[ 4L /L

r ‘K WW

L Transpiration J

( N

v /\ J\
D N

( Tributaries (

(v <

E J /\
‘ ﬂ

( Unsaturated r (

e 4

(

. JL JL

 

 

 

 

V \
JL J
\( \
JL
WK \
JL J
or \
Jk J
ﬂf i
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Jp J

 

 

81

 

 

 

J

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

82

 

I K \( ﬂf ﬂ
O s

( ﬂ

e JO JO JO J
r “r \F W W

Water Vapor
P JL JO JO J
I PW if WW 3
Watershed

F 1

e I JO Jx

( Water Table ﬁr ﬂ if \
e e

e JO JO JO J
r V OK if D
r 1

e JO JO JO J

 

APPENDIX lV-c

Water Cycle in a Bag

 

Purpose: To demonstrate the continuous movement of water on, above, and below the
surface of the Earth.

Materials: Small cup Masking Tape Ziploc sandwich bag water
Food Coloring

Procedures:

Gather materials

Write your name on the Ziploc bag

Fill cup half way with water (do not ﬁll over half)

Add a drop of food coloring to the water

Place the cup in the bottom of the Ziploc bag and tape the cup to the bag.
Seal the bag and tape it to the window

P‘P‘PPNI‘

Data collection and Observations:

 

Day 1 (Initial Observations) Day 2

 

 

Day 3 Day 4 (if necessary)

 

 

 

83

Conclusion:

Write a paragraph explaining how this activity models the water cycle. Be sure to include the
terms evaporation, condensation, solar energy, water vapor and precipitation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

84

APPENDIX IV—d

Water on the Surface

River Systems:

 

 

 

Tributaries

 

 

 

Watersheds

 

 

 

Divides

 

 

Rivers and ﬂoods

A ﬂood occurs when

 

 

85

Can Floods be controlled?

A dam is

 

 

Levees are

 

 

How can building a levee backﬁre?

 

 

 

Bodies of Fresh Water

Pond and lakes form

 

 

86

Role: The role the writer will “take on.”

APPENDIX lV-e

Raft Guidelines

Audience: Who should the students consider as the audience for the product?
Who will be reading the writing?

Format: What is the best product that will demonstrate the understanding of
the interactions with the text?

Topic: This is the when, who, or what that will be the focus/subject of the ﬁnal

product.

Your assignment is to describe your journey from the Red Cedar River to the
Ocean. You need to pick a role which will be the perspective you writing from.
You may also choose a format for your writing.

 

 

 

Role Audience Format Topic
Water droplet Other water droplets Journal Journey from the Red
Cedar River to the
Ship Captain Crew Travel Guide Ocean
Trout Baby Trout (Fry) Diary
Letter

 

 

 

 

87

 

APPENDIX lV-f

Groundwater Simulator

 

The groundwater simulator represents a geologic cross section of the earth. Included in the
simulator are the water table, aquiclude, artesian well, water wells. Disposal wells. Underground
Storage Tanks (UST), septic tank, lake and a stream.

Draw and label a picture of the simulator. Note: The land surface is higher on the right side of
the simulator than on the left side.

 

 

 

 

Label the following on your diagram: water table, aquiclude, artesian wells, disposal
wells, Underground Storage Tank, saturated zone, unsaturated zone, septic tank, lake,
and a stream

Water Cycle:

Closed systems - same water today as millions of years ago and millions of years into the future.
Average time a water molecule spends in each form:

Atmosphere - 9 days
Lake - 10 Yea rs
Oceans - 35,000 years

Ice/Groundwater — 10,000-100,000 yea

88

Groundwater Contamination Questions

 

Waste is injected into Well 2. Record your answers.
1. Does the dye ﬂow in the same direction as the water?
2. Which well does the dye (contaminates) impact?

3. Does the dye contaminate the lake or stream?

Waste is injected into well 3, UST, and the Septic Tank. Record your
answers.

1. Which dye plumes contaminate the lake?

Why?

2. Does the dye ﬂow through the lake?
3. Where do all the dye plumes converge?

4. Can contaminated groundwater contaminate groundwater contaminate surface
waters?

Under what conditions?

The effects of pumping wells on contaminate plumes. Answer the following
questions.

1. Does the pumping affect the ﬂow of the dye plume?
2. What happens to the dye plume when the pumping stops?

3. Contaminates can ﬂow above, into, or below wells down gradient from the
contaminant source. What determines whether contaminates will contaminate a
well?

89

Appendix lV-g

Permeability Activity

 

Purpose: Determine the permeability of different substances
Background Information:

Permeability is determined by how easily water can pass through a material. Approximately 25%
of rainwater permeates through the soil and become groundwater. The time it takes for the
water to pass through the soil is an estimate of the permeability of the soil. The longer the time,
the less permeable the soil.

Materials: Gravel, Sand, wood chips, Clay

Procedures:

Fill the bottle half way with gravel

Measure the height of the gravel in the bottle in centimeters

Set bottle over beaker (see ﬁgure) ‘

Gently pour 200 ml of water over the gravel. Start timer when you begin to pour.
Stop timer when the water has passed through the material

Record data and repeat steps 1-5 with sand, wood chips and clay.

P‘P‘PP’N!‘

Quantitative Data:

Material Time in seconds

 

Construct a bar graph:

 

Conclusion:
Rank the materials from Most to Least permeable.

90

Porosity Activity

 

Background: Earth materials can hold water if they contain open spaces (pores). The open
space is called porosity. Porosity is actually the percent of open space in the material and is
expressed as a percent.

Porosity = Volume of water/ Volume of material
Materials: Gravel, sand, wood chips, clay
Procedures:

1. Fill one beaker, up to the 500 ml mark, with dry sand. Place it on a table or ﬂat
workspace. Record as soil volume.

2. Fill the other beaker, up to the 500 ml mark, with water.

3. Slowly pour the water from the second beaker into the sand sample. Stop pouring when
the water level reaches the top of the sand. The soil has reached saturation and cannot
hold any more water.

4. How much water is left in the second beaker?

5. How much water is now held in the pore spaces of the soil sample? Record as water
volume.

6. Use your answer from question 5 to compute the porosity (the percentage of pore space)
of the soil sample

Material Rank Soil Volume Water Volume

 

Problem: The average American uses 100 gallons of water each day (about a bathtub full). How
many gallons of an aquifer with a porosity of 25% would be drained each day to provide this
water?

How many gallons of the aquifer would be drained each day for the entire class (30 students)?

If so much groundwater is used, why are the aquifers not pumped dry?

91

APPENDIX lV-h

Case Study

 

Read the article on Lake Apopka or Saginaw River

Write a short summary of the article answering all of the following:

What is the water source and where is it located?
What was polluting the river or lake?
What was responsible for the pollution in the Lake or River?

How did these changes negatively effect the ecosystem (plants, ﬁsh, people,
etc)?

What has been done to clean up the lake or river?

What are the beneﬁts that have been observed as a result of the restoration
effects?

You may write your summary below or on a separate sheet of paper

Article:

 

Summary:

92

APPENDIX lV-i

Fowlerville's Areas of Environmental Concerns

 

1. What is the source of the environmental contamination at site SS and S40?

Contaminants from Stanley Tools

 

 

 

 

 

Chemical Highest Cone. Maximum
ug/L taken from Concentration
monitoring wells Level (MCL)
ug/L (Safe Level)
cis-1,2- 600 70
dichloroethene
(DCE)
Trichloroethylene 3400 5
(TCE)
Vinyl Chloride 330 2

 

 

 

 

 

0 Well samples taken November 2003 by EPA

2. The above table shows the main containments found at the Former Stanley Tool Site
(now owned by Johnson Controls). What chemical is responsible for the most pollution?

3. Use the following websites to ﬁll in the attached table:

Trichloroethylene: http:/./m.\'\\'.atsdreclaim/tinesI 9.html
cis-l ,2-dichloroethene: http2.1"..v’xx'xx'xx'xatsdrcdcgov/I i‘actsS 7.html
Vinyl Chloride: http:I/wxuv.atsdrcdc”gov/II‘actsllihtml

 

 

 

4. What direction is the known groundwater ﬂow direction?

93

5. Based on the locations of the site of environmental contamination and groundwater
ﬂow, which would have a higher risk of groundwater contamination: A house on Grand
and Sharpe or a house on Grand and Van Buren?

6. Mark the map with a red “X” where you would place two monitoring wells.

Explain why you chose those locations.

7. What are Wellhead Protection Areas?

8. How many Leaking Underground Storage Tanks (USTs) are on the map?

9. What do USTs tanks have today to keep them from corroding? What helps notify the
owner if the tank is leaking?

- 10. Leaking USTs account for what percentage of all groundwater contamination sites?

94

 

  

VILLAGE OF FOWLERVILLE ‘
LIVINGSTON COUNTY. MICHIGAN

 

F

"5,1" Sites of Environmental Contamination
SS Boltec Industries INC.
S40 Stanley Tools

0 OPEN, Leaking Underground Storage Tanks

06 Bob Smith Ford, Inc
025 Freds Tire & Auto Service Inc
068 Village of Fowlervllle
069 Waldecker Chevrolet

CLOSED, Leaking Underground Storage Tanks
C25 Fowlervllle Flre Department

C26 Fowlervllle Garage
C27 Fowlervllle Mobil

0 Closed Dump/Landfill Sltes

Location . Date of Closure
Garden Lane and Grand Avenue Early 1960's

West End of Garden Lane

Hogback Road near Rallroad Tracks Mid 1970's

51/2, sw1/4, Section 13

*7 Licensed Septage Disposal Sites

No Known Sltes In Fowlervllle Village Limits

Water Supplies with Elevated Nitrates
(Spprn or greater)

‘ Historical (prior to 1994)

A 1994-2001

 

95

 

 

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‘.41.3?~’.‘5‘.4'aﬁi‘-<L‘.:“9'.?.“ifs Iéic-élwssvvir -

 

 

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Q Krown Groundvalar =low Direction * Active Septage Sites
. Oper Leaking

Urderground Slnra gs TanI-ss :3 Wel RBSUIIIEG Areas
I Closed .eaki'Ig s .
Urderground Storage Tanlrs I WelheadP‘otgcugn Areas
* Sites of Ervironmental Contaminaton ‘ ’5 ppm NItrate (WU to 1994)
0 Closed Landflls A >5 ppm Nitrate 1994-2001

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

htt : co.livin ston.mi.us health dfs EH ehawarenesshandbook. df

96

APPENDIX lV-j

Non Native Species in the Great Lakes

 

Objectives:
After participating in this activity, students will be able to:

. Name and visually recognize the primary aquatic invasive species of
the Great Lakes

. Understand and analyze the negative impacts that invasive species
have on the Great Lakes ecosystem

. Explain the ways in which non-native species are introduced into the
Great Lakes

Key Terms:

Ballast Water- Water carried in ships to make them heavier and so less
likely to roll. Upon entering a port the water is discharged from the ship

Invasive Species (also called non-native or nonindigenous species)-
Any species that has been introduced to an environment where it is not
native, and that has since become a nuisance through rapid spread and
increase in numbers, often hurting native species.

Background:

Many non-native species have been introduced into the Great Lakes since the
early 18005, either accidentally or intentionally. Aquatic invasive species are
non-native plants, animals and microscopic organisms that have a profound
negative impact on an aquatic ecosystem or human activity.

Free from natural predators, invasive species reproduce rapidly in their new
homes and compete with native species for food and habitat. They disrupt
the aquatic food web by reducing food for native species or by preying
directly upon native species. Invasive species are often called “biological
pollutants.” They’re costly to manage and have led to a severe loss of
biodiversity throughout the world.

In the Great Lakes, zebra mussels and sea lamprey are among the invasive
species that have permanently altered the ecosystem, contributed to declines
in native species, and impacted sport and commercial ﬁshing. Invasive
plants, such as purple Ioosestrife and Eurasian watermilfoil, have established
themselves in many wetlands and inland lakes, respectively, resulting in a
loss of native plants and the wildlife that depend upon them. Many invasive
species in the Great Lakes were transported from foreign ports in the ballast
water of ocean going freighters. Today, the United States and Canada
require that most ships entering the Great Lakes exchange their ballast water
while still at sea to reduce transport and introduction of new species. Other

97

species like sea lamprey entered the Great Lakes on their own when shipping
canals were modernized. Still other introductions are the result of accidental
releases.

How You Can Help:

Prevent the transport of aquatic invasive species. Before leaving a body of
water:

. Remove mud, plants, ﬁsh and animals from ﬁshing gear, boats,

motors, and trailers.
0 Eliminate water from all equipment, including swimming ﬂoats, boat

hulls, and bait buckets.
. Clean and dry anything that came in contact with the water—even

boots, clothing, and pets.
. Do not release or put plants, ﬁsh or animals into a body of water
unless they came out of it. Dispose of unused ﬁshing bait in the trash.

Procedure:

1. Beginning with the photo cards, match each invader to its
corresponding characteristics and impacts.

2. When you feel you have matched the cards to the best of your ability,
you may review their answers on the answer sheets.

3. Brainstorm ways to prevent new species from entering the Great

Lakes.
4. Make a either a wanted poster focusing on one of the invasive species

or a cartoon depicting some of the impacts of the invasive species
(Example: purple Ioosestrife chocking other plants

A wanted poster should include:

1. A large, bold font heading that says, “WANTED!"

2. The photo imbedded in the document below the heading (needs to be
colored)

3. A brief description of the nonnative species and how it got into the Great
Lakes

4. A description of its crime(s) against the local environment

5. A reward

Cartoon should:

Be colored

Drawn on white construction paper (not lined paper)
Contain the name of your invasive species

Be Creative

. Neatly drawn and written

Brainst rm Ideas:

“99°F?

98

APPENDIX lV-k
TOPIC 1: Exit Quiz

1. Use the diagram and the following terms to explain the water cycle. Use all of the
following terms in your explanation: evaporation, transpiration, condensation, cloud
formation, precipitation, inﬁltration, surface runoff and groundwater.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

99

APPENDIX lV-l

Topic 3-5 Exit Quiz

 

2. When the snow melts in Michigan, describe three things that can happen to this water.

3. Which is an example of a point source of water pollution?

E) Pesticides on farmland

F) Exxon Valdez oil spill

6) Salt spread on roadways

H) Runoff of human and animal waste

 

4. A) Describe a way in which humans have been a source of water pollution.

8) Describe a way we can improve water quality.

5. In the box below, label all of the following on the model aquifer: Saturated zone,
unsaturated zone, water table, lmpermeable layer, and permeable layer.

Draw where you would dig a well. Make sure to include the depth of the well in your
drawing.

 

 

 

 

 

i4

 

Would the water collect where it is shown on the diagram?

100

   

g
l
I
.'
_.
I
l
i
I
l
.i

 

I

Hm-
St Lawrence Seaway I

  

Lake Superior

rm...

Lake Michigan

‘ Detroit River
Indian- ‘ _ m
Lake St. Clair

6. Which of the following correctly describes the path water would take through the region

  

s.

.
Lake Ontario
We

 
  

    

_;

 
  
   

    

 

   

 

  

covered on the map.
e) St. Lawrence Seaway -)Lake Ontario—> Lake Erie—) Detroit River —>Lake St. Clair -)
Lake Huron —)Lake Michigan
f) Lake Superior —> Lake Michigan —>Mississippi River
g) Lake Superior -) Lake Huron —)Lake St. Clair —)Detroit River ->Lake Erie -) Lake

Ontario -> St. Lawrence Seaway
h) Lake Huron -) Lake Erie -> Detroit River -> Lake Ontario —) St. Lawrence Seaway 9

Lake St. Clair

101

APPENDIX lV-m

B Layer Checklist

 

 

 

 

 

 

/ The project is neat, organized, labeled, and planned out thoroughly. (10 points)
/ You have used proper spelling, grammar, and punctuation. (10 points)
1 A title is at the top of your project indicating which 8 Layer Option you chose. (5 points)
/ You’ve included all requirements for your speciﬁc project. You've answered all of the
questions if there were any. (25 points)
Look Fors WOW! 5 4 points 3 points 2 points 0-1 point
points
Presentation Project is 1—2 minor Project looks Project was Project was
x2 neat, mistake like slappy, isn't attempted barely
organized, something organized, or but sloppy attempted
and labeled. wasn’t isn’t labeled. and and very
labeled, unorganized. poorly done -
project was 1 pt.
smudged, etc.
Convention There are no There are no There are no There are no There are
x2 spelling, more than 2 more than 5 more than 10 more than 10
grammar, or spelling, spelling, spelling, spelling,
punctuation grammar, or grammar, or grammar, or grammar, or
errors. punctuation punctuation punctuation punctuation
errors. errors. errors. errors.
Title x1 The title of The title is The title is
your project included but missing or
clearly doesn’t has no
indicates clearly correlation to
which option indicate any of the
you have which option options.
chosen. you've
chosen.
Requirement All 4 3 2 1 or none of
x5 requirements requirements requirements requirements the
(See below) have been have been have been have been requirements
met. met. met. met. have been
met.

 

 

 

 

 

 

102

 

 

 

 

 

 

 

 

 

 

 

 

 

Option Requirement Requirement Requirement Requirement Requirement
1 2 3 4 5
Design 8: Model Contains a Contains a Contains a Contains an
Build a contains working well confining Saturated unsaturated
model surface water (artesian is layer Layer layer
aquifer (lake, river, extra credit)
pond)
Design a Follow Materials Data must be Data must be Critically
Lab: What is scientific must be listed reported in used to review lab
the best method (all and graphs, support or with places to
method for parts procedure are tables, or reject improve and
treating included) clear, concise diagram hypothesis in follow up
polluted and the questions.
water? repeatable conclusion
section
Design a Follow Materials Data must be Data must be Critically
Lab: scientiﬁc must be listed reported in used to review lab
Determine method (all and graphs, support or with places to
the best parts procedure are tables, or reject improve and
method to included) clear, concise diagram hypothesis in follow up
clean up an and the questions.
oil spill? repeatable conclusion
section
Build a Model Contains river Contains an Model is 3 All parts are
Watershed contains a w/ tributaries water outlet Dimensional labeled
divide
Choice Activity "' * "‘ *

focuses on a

key topic in

the chapter

 

* Write in requirements that are agreed upon with teacher

103

 

 

0
sources.
0

APPENDIX lV-n

A Layer Checklist

PLAGIARISM will result in zero points

All projects must included sources. 10 points will be deducted from projects without

 

 

 

 

 

 

Look Fors WOW! 5 4 points 3 points 2 points 0-1 point
points
Presentation Project is 1—2 minor Project Project was Project was
x2 neat, mistake like looks attempted barely
organized, something sloppy, but sloppy attempted
and wasn’t isn’t and and very
labeled. labeled, organized, unorganized poorly done
project was or isn’t
smudged, etc. labeled.
Conventions There are There are no There are There are There are
x2 no spelling, more than 2 no more no more more than
grammar, spelling, than 5 than 10 10 spelling,
or grammar, or spelling, spelling, grammar, or
punctuatio punctuation grammar, grammar, or punctuation
n errors. errors. or punctuation errors.
punctuati errors.
on errors.
Title XI The title of The title is The title is
your included missing or
project but has no
clearly doesn’t correlation
indicates clearly to any of
which indicate the options.
option you which
have option
chosen. you've
chosen.
Requirement All 4 3 2 1 or none of
x5 requireme requirements requireme requirement the
nts have have been nts have s have been requirement
(See below) been met. met. been met. met. 5 have been
met.

 

 

 

 

 

 

104

 

 

 

 

 

 

 

 

 

Option Requirement Requirement Requirement Requirement Requirement
1 2 3 4 5
Columbia Where it the List 5 pros How has the What is Do you think
River: Dam river located? and 5 cons of dams barging and we should
it or not Describe damming the effected the is it an eliminate
some Columbia salmon effective way some of the
characteristics River population? to help dams on the
of the river. salmon river?
bypass the Explain.
dam?
Florida Where are the Why are Why are What has If you were
Everglades: Everglades they being wetlands been done the
Should located? destroyed important to already to Governor of
they be Describe and what the restore the Florida,
restored? some species are ecosystem? Everglades? would help
characteristics endangered restore the
of Everglades. as a result? everglade or
not. Explain.
Michigan: How big are List at least 5 Who wants How would If you were
should we the Great pros and 5 the water selling the the
sell water Lakes? What cons of and how water effect Governor of
from the is the volume selling water much do the lake Michigan,
Great Lakes of water in from the they need? levels? would you
to other the lakes? Great Lakes sell the
states? water from
the Great
Lakes.
Explain.
Non Native What are non- Where did Why are Provide a list If you were
species: native they come they a of things we the
How can species? from? How problem in can do to Governor of
the spread Provide did they get the Great prevent the Michigan,
be examples. into the Lakes? spread of what would
prevented? Great Lakes? invasive you do to
species. prevent the
Provide at spread in the
least 6 things Great and in-
land Lakes.

 

 

 

 

 

 

105

 

APPENDIX V

106

APPENDIX V-a

Student Guide for Atmosphere and q-./eczther Unit

Essential Questions:

How do changes in altitude affect pressure and density?
How is heat transferred in the Atmosphere?

How do ocean currents effect climate?

State Expectations:

E.ES.07.12 Describe the relationship between the warming of the atmosphere of the
Earth by the sun and convection within the atmosphere and oceans.

E.ES.07.13 Describe how the warming of the Earth by the sun produces winds and
ocean currents.

E.ES.07 .42 Describe the origins of pollution in the atmosphere, geosphere, and
hydrosphere, (car exhaust, industrial emissions, acid rain, and natural sources), and
how pollution impacts habitats, climatic change, threatens or endangers species.

E.ES.M.7 Weather and Climate - Global patterns of atmospheric and oceanic
movement inﬂuence weather and climate.

E.ES.07.71 Compare and contrast the difference and relationship between climate
and weather.

E.S'l‘.07.72 Describe how different weather occurs due to the constant motion of the
atmosphere from the energy of the sun reaching the surface of the Earth.

E.ES.07 .73 Explain how the temperature of the oceans affects the different climates
on Earth because water in the oceans holds a large amount of heat.

E.ES.07.74 Describe weather conditions associated with frontal boundaries (cold,
warm, stationary, and occluded) and the movement of major air masses and the jet
stream across North America using a weather map.

E.FE.07.11 Describe the atmosphere as a mixture of gases.

E.FE.07.12 Compare and contrast the atmosphere at different elevations.

Clam

You must get your sheet initialed as you complete assignments. You will be quizzed on the
information during a conference session. DO NOT LOSE THIS SHEET!!! Or you may lose
points.

107

Topic 1: Composition of the Atmosphere

Completed assigned vocabulary terms
I?! 96 Oxygen Lab

Independent Practice Choices: Need 20 Points Teacher Initials

1. Understanding Air Density Article and Questions (10 Points)
Layers of atmosphere Wiki —Moodle (10 points)
Atmosphere Video and Questions - Moodle (10 points)
Layers of the Atmosphere Poster (20 points)

P99!"

Moodle Exit Quiz Score / 7
Topic 2: Heating of the Atmosphere

[2] Heating and Cooling of the Earth’s Atmosphere Lab
El Completed assigned vocabulary terms

Independent Practice Choices: Need 20 points Teacher Initials
1. PowerPoint Notes (10 points)
2. Wiki (Moodle) (10 points)
3. Energy in the Atmosphere Video and Questions -Moodle (10 points)
4. Greenhouse Effect Summary (10 points)

Moodle Exit Quiz Score / 5

Topic 3: Wind and Ocean Currents

Ocean Current and Climate Activity
El Completed assigned vocabulary terms

Independent Practice Choices: Need 10 points Teacher Initials

1. Moodle Lesson (10 pts)
2. "Pressure On” Activity (10 points)
3. Ocean and wind Activity (10 points)

Moodle Exit Quiz Score / 5

108

Topic 4: Water in the Atmosphere

lust Dew lt Lab

El Completed assigned vocabulary terms

Independent Practice Choices: Need 10 points

1. Cloud in a Bottle (10 points)
2. Relative Humidity WS (10 points)
3. Moodle Lesson (10 points)

Topic 5: Air Masses and Fronts

El Air Masses and Density demonstration
[2] Types of Air Masses
El Completed assigned vocabulary terms

Independent Practice Choices: Need 20 points

1. Moodle Lesson (10 points)
Frontal Boundaries activity (10 points)

P99.“

Air Masses and Fronts mini lab (10 points)

Moodle Exit Quiz Score / 5

109

Air Masses and Fronts Video and Questions -Moodle (10 points)

Teacher Initials

Teacher Initials

APPENDIX V-b

Understanding air density and its effects

Does air have mass? lf air does have mass than what is the formula for ﬁnding the
density of air?

What happens to the density of air in the atmosphere as air is heated? What happens
do the density of air as the pressure is increased?

If you were to go hiking in the Rocky Mountains what would happen to the amount of
oxygen your body has available to it as your rise in altitude? How is this different than
what happens as you ride in an airplane?

Would you expect air to be more or less dense with increased humidity, or with more
water vapor present?

Explain in terms of molecules how humid air is less dense than dry air, even though
water weighs more than air.

If Bary Bands were to play baseball in Colorado, would he have a greater or less chance
of hitting a homerun than in San Francisco? Explain your answer in terms of density or
air.

How can a racecar use dense air as an advantage in auto racing?

Pretend you are an aircraft pilot. Predict what will happen to the length of the runway
you need to take off on a warm humid day. Why do you think this?

110

APPENDIX V-c

Heating and Cooling of Different Earth Materials

Purpose: To determine the rate of heating and cooling of different earth materials
when exposed to a heat source.

Backgrmmd Information: Weather is driven by the unequal heating of the earth's
surface. Some earth materials absorb more heat than others. Specific heat is
another physical property of matter. The specific heat is the amount of heat per
unit mass required to raise the temperature by one degree Celsius. Some materials
have a higher specific heat than others.

Materials:

4 containers Water

4 thermometers

Soil Heat Lamp
Sand

Procedures:

Put equal amounts of soi I, sand and water in separate beakers.
. Place a thermometer in each beaker so the bulb is buried beneath the
surface (all three thermometer should be at about the same depth)

3. Place the heat source above the three beakers so that each is receiving
what appears to be an equal amount of heat.

4. Before turning on the lamp, record the initial temperature

5. Then for the next ten minutes record the temperature of each substance
every minute.

6. After ten minutes turn the lamp off and continue to record temperatures

for the next ten minutes of cooling.

N!"

111

Data:

HEATING

 

Earth Start 1 2 3 4 5 6 7 8 9 10

Material
Temp (°C)

 

Sand

 

Water

 

Soil

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

COOLING

 

Earth Start 11 12 13 14 15 16 17 18 19 20

Material
Temp (°C)

 

Sand

 

Water

 

Soil

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Analyze and Conclude:

1. Using the data table, plot each materials heating and cooling temperatures
against time.

2. Which material had the largest increase of temperature during the heating
stage?

112

. Which materials cooled down the most over the 10 minutes cooling stage?

. On a hot sunny day, which material would heat the fastest?

Which would cool the fastest at night?

. Three cities are at the same altitude and latitude:

City A: Located in a sandy desert
City B: Located in a dark colored rocky surface

City C: Located along the coast of the Great Lakes

. During the winter the earth tends to lose heat which of the above cities
would have the warmest average winter temperature? Why?

. The sun is apparently 93 million miles from the earth and space has no
temperature. How do we get heat from the sun?

. How would the uneven energy absorption by different surfaces on earth
(water, soil, snow, sand) affect the atmosphere?

113

APPENDIX V-d

Greenhouse Effect Summary

 

Read the resources about the greenhouse effect and write a summary. In your
summary make sure to answer the following questions:

What is the greenhouse effect?

What are some examples of greenhouse gases?

What would the earth be like without the green house effect?
How do humans contribute to the greenhouse effect?

How does the greenhouse effect relate to global warming?

What is being done to reduce global warming?

114

APPENDIX V-e

Wind and Ocean Currents

 

PART 1:

 

 

> The above maps shows the Global Wind Pattern and Surface Currents. Wind
is indicated by small arrows and currents by large arrows.
1. What causes winds?

2. What is the Coriolis Eﬂect?

3. Do surface currents appear to be related to wind directions? How do you
know?

PART 2

4. Hypothesized: As the latitude increases, what happens to the average
temperature?

 

 

115

 

 

 

 

 

 

City Coast/Inland Latitude Average Average Difference
July Temp January in average
(F) Temp (F) Temp. (F)

San 38° 61 ° 48°

Francisco

Chicago 41° 75° 25°

Irkutsk 52° 64° -9°

London 51 ° 63° 39°

 

 

 

 

 

 

5. Complete the above table.

6. How does the difference in average temperature of coastal cities compare
to that of inland cities at near the same latitudes?

Provide an explanation:

However two coastal cities at about the same latitude can have very
different average temperatures.

 

 

 

 

City Latitude Passing Average Average Difference
ocean July Temp January in average
current (F) Temp (F) Temp. (F)

London 51° 63° 39°

Battle 52° 50° 1 3°

Harbour

 

 

 

 

 

 

7. Use the ocean currents map to help answer the following questions.

 

 

The ocean current passing London is a (warm or cold) current,
and the current passing Battle Harbour is a (warm or cold)
current.

8. Use the ideas of ocean currents to explain why Battle Harbour in Canada
has a much cooler temperatures than London even though they are
around the same latitude.

116

 

 

10.

APPENDIX V—f

Frontal Boundaries Activity

For days 1-3 label all fronts on the map.

Observe how the fronts have moved from day 1-3. Draw where you predict the
front(s) will be on the map for day 4.

What do the shaded circular regions on the map represent?

The shaded areas are closest to which type of front?

The shaded areas are closest to which type of pressure?

On the day 4 map shade where you think there may be precipitation.

What are the lines on the map called?

What do the lines measure?

For days 1-3, indicate the area that would have strongest winds.

Where the winds are the strongest draw an arrow to indicate the direction of the
wind

117

APPENDIX V-g

Air Masses and Fronts

 

Directions:
1. Fill the plastic container two-thirds full with lukewarm water.
2. Let the water sit for one minute.
3. Place a blue ice cube at one end of the plastic container.
4. Add three drops of red food coloring to the water at the other end of the plastic
container.
5. Watch what happens.
Observations and Questions:
1. Draw a picture of what happens in this experiment, including color.
2. In terms of air masses what does the blue represent? What does the red represent?
What evidence leads you to believe this?
3. In terms of density, why does this occur?
4. Which type of front does this most resemble to you? What type of weather is

associated with this type of front?

118

APPENDIX V-h

A Layer Checklist

 

 

 

 

 

 

/ The project is neat, organized, labeled, and planned out thoroughly. (10 points)
/ You have used proper spelling, grammar, and punctuation. (10 points)
/ A title is at the top of your project indicating which B Layer option you chose. (5 points)
/ You've included all requirements for your speciﬁc project. You’ve answered all of the
questions if there were any. (25 points)
Look Fors WOW! 5 4 points 3 points 2 points 0—1 point
points
Presentation Project is 1-2 minor Project looks Project was Project was
x2 neat, mistake like sloppy, isn’t attempted barely
organized, something organized, or but sloppy attempted
and labeled. wasn’t isn’t labeled. and and very
labeled, unorganized. poorly done -
project was 1 pt.
smudged, etc. .
Conventions There are no There are no There are no There are no There are
x2 spelling, more than 2 more than 5 more than 10 more than 10
grammar, or spelling, spelling, spelling, spelling,
punctuation grammar, or grammar, or grammar, or grammar, or
errors. punctuation punctuation punctuation punctuation
errors. errors. errors. errors.
Title x1 The title of The title is The title is
your project included but missing or
clearly doesn’t has no
indicates clearly correlation to
which option indicate any of the
you have which option options.
chosen. you’ve
chosen.
Requirement All 4 3 2 1 or none of
x5 requirements requirements requirements requirements the
(See below) have been have been have been have been requirements
met. met. met. met. have been
met.

 

 

 

 

 

 

119

 

 

 

 

 

 

 

 

Option Requiremen Requiremen Requiremen Requirement 4 Requirement 5
t 1 t 2 t 3
Historica Describe the Describe Described As role of the Information is
I Case causes of air temperature health mayor, your accurate
(London pollution inversion effects and recommendati
Fog how many ons to improve
1952, people were air quality.
Los affected
Angeles
1943,
Meuse
Valley,
Belgium
1930,
Donora,
PA 1948)
New Describe information What were Do you think Information is
York City what type of on long and the health the accurate
9/11 air pollution short term affects due government
was released health to pollution should
effects as a result of compensate?
9/11
Air Present air information Describe Two factors Determine
Pollution Quality on long and indoor affecting air whether there
and Index Chart short term sources of pollution is 3
Asthma health pollution. relationship
effects What should between AQl in
be done to cities and
improve asthma
pollution?
Good Why is Describe Health How does Your
Ozone ozone why too effects ozone get into recommendati
vs. Bad important? much ozone related to troposphere? ons to lessen
Ozone in the ozone. bad ozone
troposphere Present air
is harmful. quality index
chart

 

 

 

 

 

120

 

APPENDIX VI

121

PrelPost Survey Results

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Question/choices Pre-unit Post-Unit
Survey Survey

I learn best:
On my own 9 (22%) 27 (60%)
Taught by peers 8 (19.5%) 6 (13%)
Taught by teacher or other adult 24 (58.5%) 12 (26.7%)
Students should be able to choose how they
Ieam:
Agree 26 (63.4%) 38 (84.4%)
Disagree 3 (7.3%) 7 (15.6%)
No Opinion 12 (29.3%) 0 (0%)
It is easier to Ieam when given several
choices:
Agree 32 (78%) 40 (93%)
Disagree 3 (7.3%) 3 (7%)
No Opinion 6 (14.6%) 0 (0%)
Assignments using technology, such as
Moodle should be included in the classroom
Agree 30 (73%) 36 (92.3%)
Disagree 3 (7.3%) 3 (7.7%)
No Opinion 8 (19.5%) 0 (0%)
I am good at setting goals and completing
them on time
Agree 30 (75%) 34 (74%)
Disagree 10 (25%) 12 (26%)
I can do well in Science

Agree 36 (95%) 4O (91 %)
Disagree 2 (5%) 4 (9%)

 

122

 

 

 

 

 

 

 

 

 

 

 

 

I could I can Familiar Heard of I’ve never
explain the explain the with topic the topic heard of
topic in main ideas bout could but couldn't that topic
detail correctly only tell you before
explain a anything
little about about it
it
Pre- Post Pre- Post Pre- Post Pre- Post Pre- Post
Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit
Watersheds 0 17 2 15 2 1 1 1 1 0 25 0
Surface 0 7 6 14 9 23 1 1 0 15 0
Waters
Groundwater 0 15 9 20 12 8 8 1 11 0
& Aquifers
Human
causes of 6 21 16 15 12 9 3 0 2 0
water
pollution
The cause of
wind and 2 7 5 21 15 16 15 0 3 1
ocean
currents
Heat transfer
in the 1 14 2 14 8 15 16 2 12 0
Atmosphere
The effect of
ocean 3 1 0 5 1 7 1 2 14 1 2 3 8 0
currents on
climate
Origin and
human 5 18 1 1 16 1 1 10 8 1 5 0
causes of air
pollution

 

 

 

 

 

 

 

 

 

 

 

123

 

REFERENCES

124

REFERENCES

(n.d.). Retrieved June 2009, from
http://fowlerville.mi.schoolwebpages.com/education/sctemp/8129945768f0396f79
a1 660a83at7 987/ 1 24628963 1 IF CS_Annual_Report_2007-2008.pdf

Black, P. C. (2003). Assessment for Leaming: Putting it into Practice.
Maidenhead: Open University Press.

Brandl, K. (May 2005). Are You Ready to "Moodle"? Language Leaming &
Technology, 16—23.

Bransford, J. D. (2000). How People Leam: Brain , Mind, Experience and School.
Washington DC: National Academy Press.

Caskey, M. M. (December 2003). Research for Awakening Adolescent Learning.
The Education Digest, 36-8.

Condennan, G. a. (Summer 2008). Teaching Big Ideas in Diverse Middle School
Classrooms. Kappa Delta Pi Records , 176-80.

Doolittle, P. E. (1999). Constructivism and Online Education. Retrieved June 20,
2009, from http:llwww.tandl.vt.eduldoolittle/toheltohe2.htmll

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